THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


1331  Grand  Ave. 

OfTK  MO. 


21+ 


LA 
DAL  A 


SHORTHAND 


FOR 


HIGH  SCHOOLS 


AMERICAN-PITMAN  PHONOGRAPHY. 


BY 

L.     E.     BARNES. 


... 


ST.  LOUIS: 

ARTHUR  J.  BARNES,  PUBLISHER. 
1903. 


COPYRIGHTED,  1903, 
BT  A.  J.  BARNES. 


3 


FOREWORDS. 

The  sentence  method,  universally  employed  by  public  school  in- 
structors in  teaching  pupils  to  read  and  write,  has  been  applied 
with  equal  advantage  to  shorthand.  It  saves  from  twenty-five  to 
fifty  per  cent  of  the  time  usually  spent  in  memorizing  the  phono- 
graphs. By  the  sentence  method,  the  student  begins,  not  with  a 
formidable  array  of  disconnected  signs,  but  with  word  outlines  and 
easy  sentences,  from  the  practice  of  which  he  gains  a  mastery  of 
the  phonographic  characters.  The  shorthand  sentences  m  this 
book  are  carefully  graded  so  that  the  student  practices  uothinsr  in 


Please  read  at  least  the  first  three 
arugraphs  of  the  "Forewords*  can.  fully  <> 
'hey  give  the  g*st  of  the  author  °s  idea  in 
Jh.e  preparation  of  the 


^^^  o«  iuuy  uiustftttecl  by  shorthand  sentences,  with  long- 

hand  translation  underneath,  that  the  student  is  enabled  to  learn 
them  with  very  little  effort.  In  fact,  it  would  be  difficult  for  him 
to  read  the  text  and  practice  the  sentences  without  understanding 
and  memorizing  the  principles. 

It  is  suggested  that  the  first  five  or  ten  minutes  of  class  time  be 
devoted  to  the  writing  of  these  sentences  upon  the  blackboard  by 
students,  in  order  that  any  carelessness  or  failure  in  their  work  may 
be  detected  and  corrected.  During  the  remainder  of  the  time,  the 
lesson  may  be  written  from  the  teacher's  dictation,  papers  ex- 
changed, notes  read  and  criticised,  then  the  lesson  written  again 
and  again  until  it  can  be  written  rapidly  as  well  as  correctly. 

(iii) 


FOREWORDS. 

The  sentence  method,  universally  employed  by  public  school  in- 
structors in  teaching  pupils  to  read  and  write,  has  been  applied 
with  equal  advantage  to  shorthand.  It  saves  from  twenty-five  to 
fifty  per  cent  of  the  time  usually  spent  in  memorizing  the  phono- 
graphs. By  the  sentence  method,  the  student  begins,  not  with  a 
formidable  array  of  disconnected  signs,  but  with  word  outlines  and 
easy  sentences,  from  the  practice  of  which  he  gains  a  mastery  of 
the  phonographic  characters.  The  shorthand  sentences  m  this 
book  are  carefully  graded  so  that  the  student  practices  nothing  in 
advance  of  the  lesson,  and  yet  he  writes  every  outline  as  an  expert 
should  write  it.  He  practices  reporting  outlines  from  the  start. 
lie  learns  nothing  that  he  has  to  unlearn. 

Translated  shorthand  sentences  containing  all  of  the  straight 
phonographs  are  given  in  the  first  lesson.  In  the  second  lesson 
the  curved  phonographs  are  embodied  in  similar  sentences,  with 
longhand  translation  underneath.  These  sentences  should  be 
copied  until  learned,  then  written  repeatedly  from  the  teacher's 
dictation  in  the  class  room.  Though  not  so  named,  speed  practice 
really  begins  with  the  very  first  lesson. 

In  a  similar  way,  the  wordsigns  are  learned,  not  by  memorizing 
a  list  of  arbitrary  forms,  but  by  practice  of  shorthand  sentences 
containing  the  wordsigus.  The  principles  set  forth  in  each  new 
lesson  are  so  fully  illustrated  by  shorthand  sentences,  with  long- 
hand  translation  underneath,  that  the  student  is  enabled  to  learn 
them  with  very  little  effort.  In  fact,  it  would  be  difficult  for  him 
to  read  the  text  and  practice  the  sentences  without  understanding 
and  memoi'izing  the  principles. 

It  is  suggested  that  the  first  five  or  ten  minutes  of  class  time  be 
devoted  to  the  writing  of  these  sentences  upon  the  blackboard  by 
students,  in  order  that  any  carelessness  or  failure  in  their  work  may 
be  detected  and  corrected.  During  the  remainder  of  the  time,  the 
lesson  may  be  written  from  the  teacher's  dictation,  papers  ex- 
changed, notes  read  and  criticised,  then  the  lesson  written  again 
and  again  until  it  can  be  written  rapidly  as  well  as  correctly. 


448366 


IV  FOREWORDS. 

Halving  has  been  introduced  in  a  simple  way  in  one  of  the  first 
lessons,  in  order  to  impress  students  early  with  the  fact  that 
a  change  in  the  length  of  a  stroke  changes  its  meaning,  and  to 
make  them  careful  from  the  start  about  the  length  of  their 
strokes. 

The  lessons  are  brief,  to  give  time  for  the  study  of  other  branches 
in  connection  with  shorthand.  It  has  been  found  that  a  bright, 
intelligent  student  can  learn  one  of  these  lessons  in  about  an  hour's 
time.  In  one  school  quarter,  therefore,  students  can  learn  all  of 
the  principles,  and  also  acquire  considerable  facility  in  writing  and 
in  reading  shorthand.  Afterward,  "Business  Letters  in  Short- 
hand "  may  be  taken  up,  and  miscellaneous  matter  practiced  until 
new  as  well  as  practiced  selections  can  be  written  legibly  and 
rapidly. 

This  book  has  been  written  especially  for  High  School  students 
by  one  who  has  had  ten  years'  experience  in  teaching  in  High 
School,  seminary  and  college,  and  more  than  that  in  conducting  a 
shorthand  school  and  in  writing  shorthand  and  typewriting  text- 
books. This  volume  has  been  written,  therefore,  from  a  High 
School  as  well  as  from  a  shorthand  point  of  view. 

We  do  not  present  any  new  system,  but  the  Standard  American 
Phonography,  that  of  Isaac  Pitman's  ninth  edition,  generally  known 
as  Benn  Pitman  phonography.  Under  one  name  or  another,  it  is 
used  by  ninety  per  cent,  of  our  best  reporters,  and  has  been  em- 
ployed for  years  in  taking  verbatim  notes  of  the  proceedings  of  the 
United  States  Senate  and  the  House  of  Representatives.  It  has 
stood  the  test  and  has  been  found  equal  to  all  requirements;  it  can 
be  rapidly  written,  easily  read,  and  when  properly  presented, 
quickly  learned.  It  is  the  shorthand  that  can  be  read  by  others  as 
well  as  by  the  wrfter.  Every  student  of  it  can  and  should  write  so 
that  his  notes  are  legible  to  others.  Stenographers  are  occasionally 
called  upon  in  business  to  read  each  other's  notes.  They  should 
be  trained  to  read  each  other's  shorthand  in  the  class  room. 

The  Key  at  the  back  of  the  book  gives  merely  the  names  of  the 
phonographs  in  the  outlines.  It  will  be  of  little  service  to  the 
indolent,  but  it  will  enable  the  faithful  student  to  test  the  correct- 
ness of  his  work. 


Shorthand  Alphabet. 


CONSONANT     PHONOGRAPHS. 


Phono- 
graph. 


\ 


I 

/ 
/ 


First 

Place. 


Second 
Place. 


Tiird 
Place. 


Name. 
PC 
Be 
Tc 
De 

Chay 
Jay 

Kay 

Gay 

Hay 

Ray 

Ar 

Way 

Lay 


Sound 
of. 

p  in  pop. 
b  in  606. 
t  in  tight. 
d  in  died. 

ch  in  church. 
j  in  jud^e. 
k  in  kick. 

g  in  ff*ff' 

h  in  he. 

r  in  roe,  tarry. 

r  in  oar,  tar. 

w  in  tooe. 

1  in  He. 


Phono- 
graph. 


xr__, 
Nanie' 


Sound 
of. 


Ef  fin/i/e. 

Ve  v  in  hiue. 

Ith  th  in  breafA. 

The  th  in  breaZAe. 

Es  s  in  cease. 

Ze  z  in  zeal,  ease. 

Ish  sh  in  sure,  busA. 

Zhe  zh  iu  azure,  rougre. 

Em  m  in  ?nay. 

Emp-  mp  or  mb  in  lamp, 

En  n  in  no.     [awi&ush. 

Ing  ng  in  sing,  bank. 

Yay  y  in  yes. 


VOWELS. 

Long  Vowels.  Short  Vowels. 


IE 
He 


eat 


I  Aw 
saw 

C_ 

talk 


•|A 
Jane 


10 
Jones, 

L_      (- 

take      though 


Ah          JOo 
Artie         move 


11 
it 

pityl 


e 

get 

/ 

edge 


.la 
that 


lo 
on 


odd 

-Is 

up. 


Diphthongs. 

V  A 

I  Oi 

boy. 

r 


my 
dime 


toil 


tub 


_|oo 
wool 


pool 


AlOW 

round 


pull       couch 


olO 

you. 


pew 


LESSON     1. 

STRAIGHT  CONSONANT  PHONOGRAPHS, 

Left 

Down  Strokes.  to  Right.  Up  Strokes. 

Names:  P      13      T     1)      Chay      J  K        Gay   Hay    Kay 

Phonograph. :  \  \_. ..  [  _;.]  """7/.".Zll""—""—~~^^. 

Sound  of  ch      j  or  SOft  g     k    hard  g    h        r 

As  heard  in  church    judge  gag     hue    rye 

1.  In  shorthand,  write  words  as  they  sound,  without  regard  to 
the  spelling.  Write  know  th  j  same  as  no;  judge,  juj;  chasm,  kazm; 
enough,  enuf;  etc.  The  signs  represent  sounds, not  letters;  hence 
they  are  called  phonographs.  Many  of  them  are  simply  called 


The  pupil  should  begin  with  Lesson  1, 
;ing  the  Alphabet  page*  His  first 
.ting  is  the  shorthand  ai  the  bottom  of 
;  page  ,  an  iuraediite  application  of  the 
-.-tance  Method*  Kotice  that  in  oraer  to 
mXs  tho  sari  ten  seat  legible,  two  irowels  are 
given  in  connection  with  the  con  sonants  , 
same  as  when  first  teaching  a  child  to 

5  str&ight  consonants  are  most 
learned  froa.  thia  line  of  cor- 


Ho  more  vowels;  ar«  given  until  the 
upil  has  mastered  all  the  consonants. 


Up  strokes :       Hay  Ray         hurry  Long  vowels :   A 


Bake  a  cake.    A  gay  age.    Take  a  page  a  (Jay.    Joe  Koach  hoed  a  row 


Shorthand  Alphabet. 


CONSONANT     PHONOGRAPHS. 


Phono- 
graph. 


Name. 


\^     PC 
\      Be 

I       Tc 
De 


I 

/ 

/ 


Chay 


Sound 
of. 

p  in  pop. 
b  in  bob. 
t  in  tight. 
d  in  died. 

ch  in  church. 


Phono- 
graph. 


X. 


Sound 
of. 


)      Es 


Name. 
Ef        fin/i/e. 
Ve       v  in  hive. 
Ith       th  in  bre&th. 
The      th  in  breathe. 
a  in  cease. 


Third 
Place. 


n 


take      though         edge 


,  Ah 

Artie 


JOo 

move 


pool 


a 

that 

I 

add 


tub\ 


_|  oo 
wool 


round 


Ju 
you. 


pull       couch         pew 


LESSON     1. 

STRAIGHT  CONSONANT  PHONOGRAPHS. 

Left 

Down  Strokes.  to  Right.  Up  Strokes. 

Names:  P      B      T     1)      Chay      J  K        Gay   Hay    Kay 

Phonograph,  : 


Sound  of  ch     j  or  SOfl  g     k   hard  g    h        r 

As  heard  in  church    judge  gag     hue    rye 

1.  In  shorthand,  write  words  as  they  sound,  without  regard  to 
the  spelling.    Write  know  th3  same  as  no;  judge,  juj;  chasm,  kazm; 
enough,  enuf;  etc.    The  signs  represent  sounds,  not  letters;  hence 
they  are  called  phonographs.     Many  of  them  are  simply  called 
strokes. 

2.  Omit  all  silent  letters,  also  the  vowels  (a,  e,  i,  o,  u,  final  w 
and  y). 

3.  Join  the  strokes  in  a  consonant  outline  WITHOUT  LIFTING 
THE  PEN,  and  insert  the  vowels  afterward,  if  at  all.    Examples 
of  consonant  outlines  : 


take        dug  poach     budge 

T-K        D-Gay  P-Cbay  B-J 

4.  Learn  these  two  pairs  of  outlines,  and  you  will  know  eight 
strokes  —  T,  a  light  vertical;    K,  a  light  horizontal;    etc.     What 
sound  is  indicated  by  the  shaded  vertical?    By  the  shaded  horizon- 
tal?   By  the  light  slant  to  the  right?     By  the  light  slant  to  the 
left?     By  the  shaded  slant  to  the  right?    By  the  shaded  slant  to 
the  left?    What  kind  of  a  stroke  is  T?  D?  B?  P?  Chay?  J?  Gay? 
K?  J?  D?  P?  Gay?  Chay?  K?  T?  B? 

5.  You  will  also  learn  from  the  above  outlines  that  K  and  Gay 
are  written  from  left  to  right,  and  that  the  other  strokes  are  writ- 
ten with  a  downward  motion.     NEVER  WRITE  THEM  UP. 


Upstrokes:      Hay  Ray        hurry  Long  vowels:   A 


/• 

Bake  a  cake.    A  gay  age.    Take  a  page  a  day.    Joe  Iloach  hoed  a  row 


2  SHORTHAND    LESSONS. 

6.  Observe  that  hard  g  is  represented  by  Gay,  and  soft  g  by  J. 
Never  say  g  (jee),  but  always  say  Gay  or  J.    Never  say  c-h  (see- 
aitch),  but  always  Chay. 

7.  The  heavy  dot  representing  long  A,  and  the  heavy  dash  repre- 
senting long  O,  must  be  placed  exactly  at  the  middle  of  the  stroke. 
When  on  the  line  of  writing,  the  heavy  dot  stands  for  the  word  a. 

8.  Since  Ray  is  always  written  up  and  Chay  is  always  written 
down,  it  is  easy  to  distinguish  them  by  their  direction  when  they 
are  joined  to  other  strokes.    When  alone,  Hay  and  Ray  are  slanted 
much  more  than  Chay,  and  do  not  therefore  extend  to  the  upper 
ruled  line. 


Bay,    Chay,    Ray-Chay,    Chay-Ray,    Ray-P,      Chay-P. 

9.  Read  the  first  line  of  Exercise  No.  1,  at  the  end  of  this  lesson, 
thus:  T-K,  K-T,  etc.    Read  each  line  three  times  as  rapidly  as 
you  can  without  making  an  error. 

10.  Observe  in  lines  1  and  2  of  Exercise  No.  1,  that  the  horizon- 
tals K  and  Gay  are  written  on  the  top  line  whenever  they  are. 
followed  by  a  down  stroke,  in  order  that  the  down  stroke  may 
extend  from  line  to  line. 

11.  Practice  the  outlines  given  previously  for  take,  dug,  and 
hurry  until  you  can  make  T  and  D  exactly  vertical,  until  you  can 
give  the  proper  length  to  K  and  Gay,  and  until  you  can  make  both 
hook  and  main  line  of  Hay  perfectly  straight.    Then  copy  Exercise 
No.  1,  making  each  stroke  exactly  like  the  copy  in  length,  direction, 
and  shading. 

12.  Learn  to  write  each  stroke  first  correctly,  then  quickly.    Think 
of  only  one  stroke  at  a  time.    Draw  that  as  quickly  as  you  can  and 
make  it  exactly  right.     Hold  the  pen  on  the  paper  an  instant  until 
you  can  think  how  to  write  the  next  stroke,  then  draw  that  quickly 
and  perfectly. 

EXERCISE   NO.  1. 


SHORTHAND    LESSONS. 


LESSON     2. 

CURVED  CONSONANT  PHONOGRAPHS. 

Names:  F          V          Ith  The  S          Z I_sh Zhe 

Phonographs:  V^      ^_        C  (  )          )                    ^ 

Sound  of                                   th  th                                  sli            zh 

As  heard  in                          bath  bathe                             sure    vision 

Names:  -  M       Emp     N         Ing       Lay      Ar      Yay        Way 

Phonographs:^^     y-Ts  "N ^     s x         (C      ^S  '  "f         ^ 

Sound  of  mp,  mb  n  1  r          y  w 

As  heard  in         ambush  lamp     sing  bank  your         woe 

N 

13.  Notice  that  Lay  is  the  L  eft  half  of  an  arch,  and  Ar  is  the 
R  ight  half.       M  is  like  the  first  part  of  a  running  m.     Way  is  like 
the  first  part  of  a  simple  capital  w. 

14.  The  curved  consonant  phonographs  are  all  contained  in  the 
outlines  below.     Copy  each  sentence  ten  times. 

•  X? y^  — I  — 

Five    noisy    thnmbs    are    thumping    away    on-the  yellow   door. 
F-V      N--Z     Ith-Mz       Ar    Ith-Emp-Ing    Way  Yay-Lay      D--Ar 

:c:::z:::i::::i^c 

They    sftow    us    a    mirage. 
The        lab  S          M-liay-Zhe 


4  SHORTHAND    LESSONS. 

15.  S  or  z  is  generally  represented  by  a  very  small  circle  except 
when  it  is  necessary  to  place  a  vowel  by  s  or  A.  If  a  word  ends  in 
a  vowel  sound  after  s  or  z,  as  is  the  case  with  noisy,  the  stroke, 
and  not  the  circle,  must  be  used. 

1G.  Notice  that  the  ticks  for  on  the  are  both  slanting.  ON  is 
always  written  UP,  just  under  the  upper  line.  The  is  generally 
written  down,  in  the  direction  of  Chay. 

17.  Write  Lay  up.     Write  the  other  strokes  down  except  the  hori- 
zontals which  are  Avritten  from  left  to  right.  . 

18.  Make  the  ticks  as  short  and  the  circle  as  small  as  they  can  be 
made  and  still  be  distinct. 

19.  Copy  the  shorthand  outlines  given  above  ten  times;  then  see 
if  you  can  write  them  perfectly  from  memory.     Try  to  make  every 
stroke  exactly  like  the   copy   in  length,  shading,  and   direction 
Slant  the  slanting  strokes  from  the  beginning  to  the  very  end.     Most 
beginners  do  not  slant   the   slanting  strokes  enough.     In  (  (  )  ) 
curve  outward  most  at  the  center  and  end  exactly  under  the  point 
of  beginning./^  ^X"^  aucl  ^~  must  never  curve  in  at  the  end. 
Slant  them  out. 

20.  Give  both  names  and  sounds  of  the  phonographs  in  the  exer- 
cise below.     When  you  can  do  this  correctly  and  without  hesita- 
tion, make  an  exact  copy  of  the  exercise  and  hand  to  the  teacher. 


EXERCISE    NO.   2. 


i 
is  study  of  the  consonants c 


Exercise  3. 

23.  Outlines  composed  entirely  of  horizontals  should  be  written 
just  above  the  lower  line,  resting  upon  it.  Copy  line  4  three  times. 

21.  When  an  outline  begins  with  a  horizontal  followed  by  a  down 
stroke,  begin  the  horizontal  at  the  top  line,  so  that  the  down  stroke 
will  extend  from  line  to  line.  You  will  probably  forget  this  and 
make  many  mistakes  in  consequence.  Copy  line  5  three  times. 

25.  In  most  cases,  there  should  be  a  sharp  point  or  angle  at  the 
joining  of  two  strokes.     There  should  always  be  an  angle  between 
Ef  or  Ve  and  En  or  Ing,  also  between  Lay  and  Em  or  Emp.     Copy 
line  G. 

26.  When  a  light  and  a  shaded   stroke  join  without  an  angle, 
make  them  with  one  continuous  motion  of  the  pen.     The  shading 
should  be  gradual,  not  abrupt.     Copy  line  7  until  you  can  write  it 
easily. 

27.  Make  a  correct  copy  of  Exercise  3  and  read  it  from  your 
notes. 

EXERCISE   NO.  3. 


GCCJDITH: 


wl 
a  \ 
ant 

1 

alw 
wril 

17 
zont 

18. 
made 

19. 

if  yoi  ----  wvery 

stroke  ^    ***  iciigtn,  shading,  aiid   direction 

Slant  me  slanting  strokes  from  the  beginning  to  the  very  end.  Most 
beginners  do  not  slant  the  slanting  strokes  enough.  In  (  (  )  ) 
curve  outward  most  at  the  center  and  end  exactly  under  the  point 
of  beginning,  f  ~^\^\  and  f  must  never  curve  in  at  the  end. 
Slant  them  out. 

20.  Give  both  names  and  sounds  of  the  phonographs  in  the  exer- 
cise below.  When  you  can  do  this  correctly  and  without  hesita- 
tion, make  au  exact  copy  of  the  exercise  and  hand  to  the  teacher. 


EXERCISE    NO.   2. 


SHORTHAND   LESSONS. 

LESSON    3. 

REVIEW  OF  THE  CONSONANT  PHONOGRAPHS. 

21.  Hay  and  Ray  are  always  written  up,  Lay  is  generally  written 
up,  Ish  is  very  seldom  written  up,  and  the  other  phonographs  are 
never  written  up. 

22.  The  first  down  (or  up)  stroke  in  an  outline  should  extend  from 
line  to  line,  and  the  other  strokes  should  go-  below  the  line,  above 
the  line,  or  between  the  lines,  as  is  most  convenient.     Copy  line  3, 
Exercise  3. 

23.  Outlines  composed  entirely  of  horizontals  should  be  written 
just  above  the  lower  line,  resting  upon  it.     Copy  line  4  three  times. 

24.  When  an  outline  begins  with  a  horizontal  followed  by  a  down 
stroke,  begin  the  horizontal  at  the  top  line,  so  that  the  down  stroke 
will  extend  from  line  to  line.     You  will  probably  forget  this  and 
make  mauy  mistakes  in  consequence.     Copy  line  5  three  times. 

25.  In  most  cases,  there  should  be  a  sharp  point  or  angle  at  the 
joining  of  two  strokes.     There  should  always  be  an  angle  between 
Ef  or  Ve  and  En  or  Ing,  also  between  Lay  and  Em  or  Emp.     Copy 
line  G. 

26.  When  a  light  and  a  shaded   stroke  join  without  an  angle, 
make  them  with  one  continuous  motion  of  the  pen.     The  shading 
should  be  gradual,  not  abrupt.     Copy  line  7  until  you  can  write  it 
easily. 

27.  Make  a  correct  copy  of  Exercise  3  and  read  it  from  your 
notes. 

EXERCISE   NO.  3. 


XSZC3ISIZZ22.7I 


SHORTHAND    LESSONS. 


28.  As  has  been  said  before,  the  whole  of  an  outline  is  written 
without  lifting  the  pen,  and  the  vowels  are  inserted  afterward,  if  ;it 
all.     The  vowels  are  a,  e,  i,  o,  u,  final  w  and  y.     All  silent  letters 
are  omitted. 

29.  There  is  no  c,  g,  or  x,  in  shorthand.     C  is  represented  by  Es 
or  Kay  according  to  its  sound  ;  g,  by  Jay,  or  Gay  ;  x,  by  ks  or  gz, 
according  to  its  sound. 

30.  A  double  letter  is  represented  in  shorthand  by  a  single  phono- 


graph.    Ex. 


funny, 


cherry, 


tobacco, 


31.  Write  the  consonant  outlines  of  the  following  words,  care- 
fully observing  the  foregoing  rules : 


WKITING  EXERCISE. 

Take,  kitty,  dug,  giddy,  tug,  gayety,  duck,  caddy,  peck,  cape, 
beg,  gab,  beck,  cab,  peg,  gap,  chalk,  catchj  joke,  gauge,  pity,  booty, 
tub,  depot,  pitch,  ehop,  badge,  job,  touch,  Judah,  baby,  dado, 
judge,  cake.  (Use  Ray)  Berry,  cherry,  rich,  right,  hitch,  ray, 
etch,  hay. 

32.  Look  over  your  work  carefully,  and  correct  every  error  you 
can  flnd  in  it.  Then  compare  your  work  with  Exercise  1  and  note 
all  differences  and  the  reason  for  those  differences.  Rewrite  the 
exercise  without  help  from  Exercise  1.  Not  until  you  have  done 


SHORTHAND    LESSONS.  7 

the  best  you  can  yourself  should  you  ever  compare  your  work  with 
the  printed  phonography.  Rewrite  and  compare  until  you  can 
write  the  exercise  correctly  without  aid. 


LESSON  4. 
WRITING  EXERCISE. 

Fife,  five,  veto,  vouch,  tooth,  dizzy,  faith,  path,  puffy,  both,  fetch, 
thatch,  voyage,  ask,  shake,  espy,  shabby,  aside,  shadow,  zouave, 
coffee,  Gath,  chaos,  cozy,  gauzy,  cash,  gash,  gassy,  covey,  kith, 
mail,  honey,  lung,  yellow,  awake,  waylay,  make,  king,  showing, 
Assam,  vamp,  zenith.  Use  Ar:  Arm,  early,  Arab.  Use  Ray:  Rub, 
roar,  merino,  empire,  terror. 


i Ian  suggested  in  Pare 
the  pupil  to  self-reliai 

teacher  much  work* 


TA*  principal  object  In  jasre  i& 
a  halving  principle   (Par 
,  s  i  556  the  irapo  rt ari  ee  r 
of  tha  proper  length 
/s  the  f oun da tic 
.  .ring  principle  ^ 
iie  pupil  really   comes   t 

fc«   recognizes  it  as  r 
'  what  he  already  v 
ral  * 


can  yourself.     If  necessary,  rewrite. 

35.  Making  a  stroke  half  as  long  as  usual  adds  the  sound  of  t  or 
d.    The  half  lengths  are  called  Pet,  Bet,  Tet,  Det,  etc.     Ray  and 


SHORTHAND    LESSONS. 


28. 

withoi 
all.  1 
are  on 

29. 

or  Ka; 
accon 

30. 

graph 

31. 
fully  ( 


Tak 
beg,  g 
tub,  c 
judge 
etch, 

32.  Look  over  jour  work  carefully,  and  correct  every  error  you 
can  flnd  in  it.  Then  compare  your  work  with  Exercise  1  and  note 
all  differences  and  the  reason  for  those  differences.  Rewrite  the 
exercise  without  help  from  Exercise  1.  Not  until  you  have  done 


SHORTHAND    LESSONS.  7 

the  best  you  can  yourself  should  you  ever  compare  your  work  with 
the  priuted  phonography.  Rewrite  and  compare  until  you  can 
write  the  exercise  correctly  without  aid. 


LESSON  4. 

WRITING  EXERCISE. 

Fife,  five,  veto,  vouch,  tooth,  dizzy,  faith,  path,  puffy,  both,  fetch, 
thatch,  voyage,  ask,  shake,  espy,  shabby,  aside,  shadow,  zouave, 
coffee,  Gath,  chaos,  cozy,  gauzy,  cash,  gash,  gassy,  covey,  kith, 
mail,  honey,  lung,  yellow,  awake,  waylay,  make,  king,  showing, 
Assam,  vamp,  zenith.  Use  Ar:  Arm,  early,  Arab.  Use  Ray:  Rub, 
roar,  merino,  empire,  terror. 

33.  After  writing  the  above,  look  over  your   work  carefully  and 
correct,  as  far  asyow  can,  any  errors  you  may  have  made.     Then, 
and  not  until  then,   compare  your  work  with  Exercise  2  and  note 
every  difference  between  your  shorthand  and  the  printed  phonog- 
raphy.    Rewrite,  and  compare  again.     Your  work  should  now  be 
correct. 

WRITING  EXERCISE. 

Bathe,  shaggy,  fatigue,  love,  jump,  hung,  heavy,  came,  camp, 
muddy,  chap,  pump,  bump,  fang,  Fannie,  cheap,  lame,  chill,  chime, 
damp,  hatch,  name,  money,  among,  neck,  gong,  move,  mummy, 
naughty,  niche,  muff,  knave,  knob,  enough,  vying,  limp,  limb,  lamp, 
lamb,  ambush,  catch,  gauge,  engage,  ambiguity,  tidy,  ditto,  keg, 
foggy,  dialogue,  dumping,  damage,  apology,  Chicago,  looked, 
kicked,  kingdom,  Ottawa,  chimney,  Lehigh. 

34.  You  have  doubtless  made  several  errors  in  writing  the  above 
exercise.     What  letters    are    silent    in    knave,  knob,  limb,  etc.? 
What  is  the  last  sound  in  looked  and  kicked?     Should  you  use  Jay 
or  Gay  in  apology  and  damage?     Does  Chicago  begin  with  the 
sound  of  Chay?     Did  you  use    Emp   in  ambush  and  ambiguity? 
Review  the  rules  in  Lesson  3  and  correct  your  work  as  far  as  you 
can  yourself.     If  necessary,  rewrite. 

35.  Making  a  stroke  half  as  long  as  usual  adds  the  sound  of  t  cr 
d.    The  half  lengths  are  called  Pet,  Bet,  Tet,  Det,  etc.     Ray  and 


O  SHORTHAND    LESSONS. 

Hay;  however,  are  not  halved  unless  joined  to  another  stroke  or  to 
a  hook  to  be  learned  hereafter. 


Ex.  Date,  mate,  paid,  hate,  hated,  lamed,  caged,  road,  parade. 

3(>.  Write  the  consonant  outlines  of  the  following: 

Loved,   left,  pitied,    delayed,    talked,   dipped,   digged,  packed, 

ducked,  loaded,  vetoed,  chopped,  decayed,  loathed,  hopped,  boiled, 

toiled,   picked,  begged,  pulled,  pegged,    pitched,  cheated,  jotted, 

damaged,    get,   debt,    late,   shut,  mate,    note,    fetched,    shamed, 

bathed,  mailed,  combed,  bed,  shaved,  shopped,  kept,  caged,  moved. 


LESSON     5. 


A,     O,     eh,     uh. 

37.  A  light  dot  placed  at  the  middle  of   a  stroke  represents   eh 
the  short  sound  of  e  heard   in  egg,  met,  etc.     Ex.      .    egg,    \  . 
beg,  /\     red. 

38.  A  light  dash  placed  at  the  middle  of  a   stroke  represents  uh, 
the  short  sound  of  u  heard  in  up,   love,  etc.     Ex.  -^\  us,      X  cup, 
I  l    duck. 

39.  The  order  of  reading  and  writing  in    shorthand  is  the  same 
as  in  longhand,  from  left  to  right  and  from  above  downward.     If  a 
vowel  is  placed  at  the  left  of  an  up  or  a  down  stroke,   it  is  read 
before  it;  if  placed  at  the  right  of  the   stroke,  it  is  read  after  it. 
See  Exercise  4,  lines  1  and  2.     If  a  vowel  is  placed  above  a   hori- 
zontal, — —s-^^^.  -^^^ — ',it  is  read  before  it;  if  placed  below  the 
horizontal,  it  is  read  after  it.     See  lines  3  and  4.    Ex.  J«  day,  .|  aid, 
— — .gay,_j_ache,^~^  aim, 

40.  Dash  vowels  are  always  written  at  right  angles   to  the  gen- 
eral direction  of  the   stroke  —  horizontally  by  a  vertical  stroke, 
vertically  by  a  horizontal  stroke,  and  slanting  by  a  slanting  stroke. 
Ex.  /\   ^"  > s  ~[j  v  Joe  sows,  no  oats. 

41.  When  coming  between  two  strokes,  the  heavy  vowels,  A  and 
O,  are  placed  by  the  first  stroke,  and  the  light  vowels,  eh  and  uh, 
are  placed  by  the  second  stroke. 


SHORTHAND    LESSONS. 


EXERCISE  NO.  4. 


-i    *" 


y..\     i-      *      >    s    ^ 

\    •/    r     \    •>     -i     -i 


nd-plact  is  ar 

order  to  give  tiie  pupil  a 
-3  of  vowel  writing  before  h*  ^n- 

r  tfca  first  or   th/j   t; 

/  the 

<ots  and 
ore  surid 

. 
."ittei.; 

. 

dr 


14 


^ 


\x        ^><^x  v< 


O  SHORTHAND    LESSONS. 

Hay,  however,  are  not  halved  unless  joined  to  another  stroke  or  to 
a  hook  to  be  learned  hereafter. 

• • T> .X C"  I  ..,<f'_ /_* ..I./. 

K\.  Date,  mate,  paid,  hate,  hated,  lamed,  caged,  road,  parade. 
30.  Write  the  consonant  outlines  of  the  following: 
Loved,   left,   pitied,    delayed,    talked,   dipped,   digged,  packed, 
ducked,  loaded,  vetoed,  chopped,  decayed,  loathed,  hopped,  boiled, 
toiled,   picked,  begged,  pulled,  pegged,    pitched,  cheated,  jotted, 
darnai;    '     ~— ' — *— "-* — !*»•*« — shui^.mate,    note,    fetched,    shamed, 
bathed 


37. 

the  si 

bes>. 

38. 
the  s 

L_< 

39 
as  in 

VOW" 

befo} 
See 

ZOlltar 

horizontal,  it  is  read  after  it.     SeeTIues^3~an3  4.    .ux.  j-  u«j,  -.  — , 
— —  gay,_i_  achc,^N  aim, 

40.  Dash  vowels  are  always  written  at  right  angles   to  the  gen- 
eral direction  of  the   stroke  —  horizontally  by  a  vertical  stroke, 
vertically  by  a  horizontal  stroke,  and  slanting  by  a  slanting  stroke. 
Ex.  /\   ^«  — s  -[,,  x  J°e  sows,  no  oats. 

41.  When  coming  between  two  strokes,  the  heavy  vowels,  A  and 
O,  are  placed  by  the  first  stroke,  and  the  light  vowels,  eh  and  uh, 
are  placed  by  the  second  stroke. 


*.  e 

/j; 

SHORTHAND    LESSONS.     ^_ 

.' 

EXERCISE  NO.  4. 

1 

X 

\         1-         (          >      X      >t 

2 

\ 

/    r     \     )     -i     -i 

3 

ST^. 

X_X                                       f              S 

4 

_,_ 

\                 /                    |                      /              ^                  > 

5 

(_ 

>      k.      _        ^      >C     -< 

1 

6 

k 

^   ^      J^    V    J_     Y 

1                            ^~~^  ~N           /—^                         \                             —  ^  

7 

V 

k^    «/1     A    ,W   -p/"  Xl 

8 

^ 

/^"  Z.    A     rf    ^  A 

9 

V 

)       L.     V_   A   V-    U 

10 

V 

v    K  K  x\  xA  r 

1 

11 

>--r-^ 

13 


14 


V, 


V< 


10  SHORTHAND    LESSONS. 


Ex.      Bake,    beck,     bale,    bell,     dome,     dumb,     kept,     engaged. 

42.  The  vowel  sound  heard  in  air,  bare,  pear,  etc.,  is  represented 
by     «  the  same  as  long  A.     Ex.    NL      pair,  I:        fare. 

43.  The  vowel  sound  heard  in  burgher,  sir/\etc.,  is  represented 
by  _J_the  same  as  uh.     Ex.     V^^  ur  ~7\    herb. 

44.  Write  f~  1  downward  after\i_xand  ^_^ as  in  vy>/nail.     The 
angle  is  sharper  and  the  strokes  are  more  distinct  in  rapid  writing. 
The  down  stroke  is  called  El  to  distinguish  it  from  the  up  stroke, 
Lay.     Unless  directed  otherwise,  always  use  Lay. 

45.  Study  Exercise  4  until  you  can  read  it  quickly  as  well  as  cor- 
rectly.    In  this  and  in  the   succeeding  exercises,  the  dotted  lines 
are  omitted  unless  it  is  necessary  to  insert  them  for  the  instruction 
of  the  student.     Where  only  one  line  is  given,  it  is  the  lower  dotted 
line,  the  line  of  writing,  that  is  intended.     In  the  writing  exercise, 
be  careful  to  observe  the  rules  in  Lesson  3  as  well  as  the  rules  given 
in  this  lesson. 

WRITING  EXERCISE. 

Ebb,  Abe,  Ed,  gay,  etch,  age,  edge,  bail,  bell,  ode,  oak,  oath, 
deck,  pail,  peck,  lake,  lame,  leg,  owed,  owes,  name,  neck,  own,  up, 
us,  dome,  dumb,  mole,  mull,  goal,  gum,  Pope,  Puck,  loaf,  love, 
poach,  nail,  Nell,  cup,  mope,  muff,  knave,  nudge,  Dutch,  bowl, 
jump,  numb,  bathe,  null,  babe,  faith,  dado,  lull,  obey,  meadow, 
engage,  tongue,  gem,  bump,  lug,  shove,  bulb,  pulp,  echo,  essay, 
check,  knell.  Halve  for  final  t  or  d:  Baked,  get,  paid,  late,  let, 
begged,  tamed,  poked,  ducked,  shaped,  touched,  poached,  joked, 
mate,  mote,  met,  nut,  note,  coat,  date,  debt,  left,  love^,  edged^ 
shaved,  loathed,  combed,  pumped,  kept,  nailed,  engaged,  fate,  shut, 
shoved. 


SHORTHAND    LESSONS.  11 


a*$tar«d  the  four  stcond-plas* 
ar-jugr  at  -place  v 

is  da  ay  iur   tt* 
*»   ia»*  ui  iio•i^io^  at  th* 
fc«3  up  th*  firs, 

**iX  ne 
rota  the 


snort  souuu  01  i  uuaru  m  uau  vvuius  n,  m,  m.  ^  -.e,...  ____  ,._.  . 
dash  represents  the  short  sound  of  o  heard  in  the  words  odd,  top, 
on.  v  _  represents  the  long  sound  of  I  heard  in  the  words  ice, 
pie,  my.  ^  _  represents  the  sound  of  Oi  heard  in  the  words  oil, 
boy.  The  first-place  vowels  are  all  found  in  the  sentence,  She  saw 
Jim  rob  my  boy.  Memorize  this  sentence. 


She  saw  Jim  rob  my  boy.     Esau  hid  Tom  Pike's  oil.     Pete  bought 
-^f-^~  -^--^-^  -------  -,  .....  e-^  ^--^x--1     Y- 

I  _______________  .....  X..*  .........  -----  V  ...........  _  ......  JL  ---  x  ........... 

Mollie  Boyd's  ivy.     Roy  thought  they  might  not  flt  me.     Copy. 

4H.  When  convenient,  I  and  Oi  may  be  joined  to  the  following 
stroke,  as  in  oil  and  ivy  in  the  foregoing  sentences. 

49.  When  between   two  strokes,   first-place   vowels  are   always 
written  by  the  first  stroke,""as  in  Jim,  rob,  etc. 

50.  The  outline  of  a  word  containing  a  first-place  vowel  sound 


8HOHTHAND    LESSONS. 


E2 

b 

I 


deck,  pall,  pcun.,  . —  _, 

us,  dome,  dumb,  mole,  mull,  goal,  gum,  ru^o,   ~  _ 

poach,  nail,  Nell,  cup,  mope,  muff,  knave,  nudge,   Dutch,  bowl, 

jump,  numb,  bathe,  null,  babe,  faith,  dado,  lull,  obey,  meadow, 

engage,  tongue,  gem,  bump,  lug,  shove,  bulb,  pulp,  echo,  essay, 

check,  knell.     Halve  for  final  t  or  d:  Baked,  get,  paid,  late,  let, 

begged,  tamed,  poked,  ducked,  shaped,   touched,  poached,  joked, 

mate,  mote,  met,  nut,  note,  coat,  date,  debt,  left,  love;!,   edged^, 

shaved,  loathed,  combed,  pumped,  kept,  nailed,  engaged,  fate,  shut, 

shoved. 


SHORTHAND    LESSONS. 


11 


LESSON     6. 
FIRST-PLACE  VOWELS. 

46.  First-place  vowels  are  those  written  at  the  beginning  of  a 
stroke;  that  is,  at  the  left  end  of  the  horizontal  strokes,  at  the  top 
of  the  down  strokes,  and  at  the  bottom  of  the  up  strokes,  Hay,  Eay, 
and  Lay.  The  stroke  K  is  given  below  simply  to  show  the  place 
of  the  vowels. 


Short. 


Diphthongs. 


Aw 


01 


Eat  law    -       If  odd          rye  toy 

47.  A  first-place  heavy  dot  represents  the  long  sound  of  E  heard 
in  me,  fear,  eel.:;  —  _  never  represents  the  short  sound  of  e  heard 
in  met.  A  heavy  iirst-place  dash  represents  the  sound  of  Aw  heard 
in  the  words  saw,  all,  talk.  A  light  first-place  dot  represents  the 
short  sound  of  i  heard  in  the  words  it,  ill,  in.  A  light  first-place 
dash  represents  the  short  sound  of  o  heard  in  the  words  odd,  top, 
on.  v  —  represents  the  long  sound  of  I  heard  in  the  words  ice, 
pie,  my.  A  —  represents  the  sound  of  Oi  heard  in  the  words  oil, 
boy.  The  first-place  vowels  are  all  found  in  the  sentence,  She  saw 
Jim  rob  my  boy.  Memorize  this  sentence. 


She  saw  Jim  rob  my  boy.     Esau  hid  Tom  Pike's  oil.     Pete  bought 
\A"  /  i  —  v- 

-^-^}—  -  V;—  :  >-*—•(—   ---/  .....  <^—r-'  ^--^-^—     \— 

I  ____________________  X._*_._  ......  -----  V  ..................  -•—  -X.  ........... 

Mollie  Boyd's  ivy.     Roy  thought  they  might  not  fit  me.     Copy. 

48.  When  convenient,  I  and  Oi  may  be  joined  to  the  following 
stroke,  as  in  oil  and  ivy  in  the  foregoing  sentences. 

49.  When  between   two  strokes,   first-place   vowels  are    always 
written  by  the  first  stroke,  as  in  Jim,  rob,  etc. 

50.  The  outline  of  a  word  containing  a  first-place  vowel   sound 


12 


SHORTHAND    LESSONS. 


V 

EXE 

•                                           .  • 

RCISE  N.O. 
^     . 

6. 

. 

1 

> 

) 

~S            7 

/ 

2 

1 

\         <L 

\ 

V       / 

1 

g 

'{ 

r    c 

)" 

X      ./ 

1 

r 

A                    W 

\ 

iv             yA 

> 

7  c 


n 


L 


10 


r-^        i 


11 


12 


13 


r 


V 


SHORTHAND    LESSONS.  13 

may  be  written  in  first  position;  that  is  a  little  higher  than 
usual,  —  half  a  stroke  higher  if  the  outline  contains  an  up  or  a 
down  stroke,  but  nearly  a  stroke  higher  if  the  outline  is  purely  hori- 
zontal. The  object  of  position  will  be  explained  in  a  later  lesson. 

51.  Write  the  first  down  or  tip  stroke  in  an  outline  in  position  as 
if  it  were  the  only  stroke  to  be  written,  and  let  the  other  strokes 
follow  after  without  regard  to  position. 

52.  When  using  double-line  paper,  be   careful  to  have  the  first 
down  or  up  stroke,  if  a  full  length,  cross  the  upper  line  so  as  to  be 
half  above  and  half  below  it.     If  the  first  down  or  up  stroke  is  a 
half  1nHjt.li,  it  should  be   written  like  the  horizontal  outlines  just 
ninliT  the  upper   line,  and  touching  it.     Make  ten  exact  copii-s  of 
.the  shorthand  sentences  given  abovel 

53.  Study  Exercise  5  until  you  can  read  it  easily  as  well  as  cor- 
rectly and  can  write  any  word  in  it. 


LESSON     7. 
FIRST-PLACE  VOWELS   CONTINUED. 

54.  Copy  lines  1,  8,   9,  and  14   of  Exercise  5  five  times.     Then 
write  the  following  words,  first  writing  each  outline  in  its  proper 
position  and  afterwards  inserting  the  vowel  or  vowels: 

WRITING   EXERCISE. 

Eat,  jaw,  if,  each,  pie,  odd,  fie,  thaw,  toy,  thigh,  sigh,  boy,  shy, 
my,  coy,  buy,  pshaw,  ice,  thy,  joy,  easy,  rye,  eel,  raw,  ivy,  ill, 
gnaw,  caw,  eyes,  icy,  oil,  nigh,  meek,  dike,  chip,  five,  sheep,  peel, 
chime,  type,  mill,  bib,  lime,  teach,  heath,  lick,  peep,  Tom,  Paul, 
thick,  tall,  cheek,  bob,  ball,  kick,  beech,  pill,  fib,  gig,  bile,  pith, 
theme,  chalk,  peach,  teeth,  deep,  pig,  doll,  chick,  niche,  fob,  cheap, 
tithe,  dig,  ding,  ink,  pink,  miff,  king,  kink,  vim,  milk,  myth,  team, 
job,  cog,  moth,  dog,  timely,  decoy,  belie,  finny,  chilly,  shock,  easily, 
daub,  jolly,  lily,  poppy. 

Halve  for  t  or  d:  Might,  not,  died,  bought,  tight,  cheat,  got,  fit, 
shot,  taught,  sheet,  light,  copied,  mild,  written,  writing,  lighting, 
pitied,  robbed,  picked,  boiled,  toiled,  digged,  pitched. 

55.  Read  your  shorthand  carefully  to  see  if  you  have  observed 
every  direction  given  in  the  last   lesson.     Correct  all  errors  and 
rewrite  the  exercise  for  the  teacher. 


SHORTHAND    LESSONS. 


SECOND-PLACE    VOWELS. 

50.  Second-place  vowels  are  written  by  the  middle  of  the  stroke. 
They  are  A,  O,  eh,  and  uh,  previously  learned. 

57.  If  the  vowel  in  a  word  is  second-place,  the  outline  is  written 
in  second   or  natural  position,  resting  pn  the  lower  line,  the  first 
down  or  up  stroke  extending  from  line  to  line.     That  is,  it  is  written 
like  the  outlines  first  learned. 

58.  A  word  containing  two  or  more  vowels  is  written  in  the  posi- 
tion of  the  principal  or  accented  vowel.     Thus,  A  governs  the  posi- 
tion of  decay;  eh,  of  many;  I  of  untie. 

;")'.).  Write  the  following  words  in  the  first  or  in  the  second  posi- 
tion as  indicated  by  the  accented  vowel. 

WRITING   EXERCISE. 

Amy,  Effle,  money,  dummy,  impish,  decay,  foggy,  many,  delay, 
jockey,  enjoy,  defy,  tiny,  doily,  mileage,  minnow,  balky,  pithy, 
chiming,  poppy,  billow,  below,  envoy,  pillow,  item,  relay,  rely 

REVIEW  QUESTIONS.. 

What  phonographs  are  always  written  up?     Par.  5. 

What  phonograph  is  generally  written  up?  What  one  is  seldom 
written  up?  Par.  21. 

How  is  Ray  distinguished  from  Chay  when. alone,  and  when 
joined  to  other  strokes?  Pars.  0  and  7. 

What  is  said  of  Lay,  Ar,  Way,  and  Yay  in  Par.  1!)? 

How  should  Hay  be  written?     Par.  7. 

How  should  a  consonant  outline  be  written?     Par.  28. 

How  should  a  double  letter  be  represented  in  shorthand? 
Par.  30. 

What  is  said  of  the  angle  between  strokes?     Par.  25. 

When  a  light  and  a  shaded  stroke  join  without  an  angle,  how  are 
they  written?  Par.  20. 

When  should  Gay,  and  when  should    J    be  used  for  g? 

Give  the  sounds  of  the  first-place  vowels,  of  the  second-place 
vowels. 

When  a  vowel  c  >mcs  between  two  strokes,  by  which  stroke 
should  it  be  written?  Par.  70. 


SHOKTHAND    LESSOR, 

What  diphthongs  may  be  joined  to  the  stroke,  uiul  when? 
Which  stroke  in  tin  outline  should  be  put  in  position? 
When  a  word  contains  two  or  more  vowels,  which  vowel  governs 
the  position  of  the  word? 


LESSON     8. 
WORDSIGNS. 


Be,         it,          do,         for,          have,  think,          them,      are, 


y 

/. 


i-. n / L. .~f... A 

I     him,        but,       you,        was       will,         your,        how,         on. 
high, 

They  think  you-will-do  it  for-him.      So  you-arc  going,  are  you?     I  owe  you. 


But  was  it  your  ball?    I  know  you  have  them.    Oh,  no ;  Tom  owed  him  for  it. 


_.L.  A. _.........l_.. /...V... 

But  how  high  will  it  be?      Oh,  do  not  let  them  see  it  on  him.      Was  it  right? 


14  SHORTHAND    LESSONS. 


SECOND-PLACE    VOWELS. 

56.  Second-place  vowels  are  written  by  the  middle  of  the  stroke. 
They  are  A,  0,  eh,  and  uh,  previously  learned. 

57.  If  the  vowel  in  a  word  is  second-place,  the  outline  is  written 
in  second  or  natural  position,  resting  pn  the  lower  line,  the  first 
down  or  up  stroke  extending  from  line  to  line.     That  is,  it  is  written 
like  the  outlines  first  learned. 

58.  A  word  containing  two  or  more  vowels  is  written  in  the  posi- 
tion of  the  principal  or  accented  vowel.     Thus,  A  governs  the  posi- 
tion of  decay;  eh,  of  many;  I  of  untie. 

;">:).  Write  the  following  words  in  the  first  or  in  the  second  posi- 
tion as  indicated  by  the  accented  vowel. 

WRITING   EXERCISE. 

Amy,  Effic,  money,  dummy,  impish,  decay,  foggy,  many,  delay, 
jockey,  enjoy,  defy,  tiny,  -doily,  mileage,  minnow,  balky,  pithy, 
chiming,  poppy,  billow,  below,  envoy,  pillow,  item,  relay,  rely 

REVIEW  QUESTIONS,. 

What  phonographs  are  always  written  up?     Par.  5. 

What  phonograph  is  generally  written  up?  What  one  is  seldom 
written  up?  Par.  21. 

How  is  Ray  distinguished  from  Chay  when. alone,  and  when 
joined  to  other  strokes?  Pars.  0  and  7. 


SHORTHAND    LKSSONS. 


What  diphthoiigs  may  be  joined  to  the  stroke,  and  wlieu? 
Which  stroke  in  an  outline  should  be  put  in  position? 
When  a  word  contains  two  or  more  vowels,  which  vowel  governs 
the  position  of  the  word? 


LESSON     8. 
WOKDSIGNS. 

XTZI  ::ZI:::::SZ:Z^:ZIIZZI:T^Z 

Be,         it,          do,         for,          have,  think,          them,      are, 

'""".  in"."       )  "  '""C...     ""£..     ~_~A"' 
I     him,       but,       you,       was       will,         your,        how,         on. 
high, 


They  thiiik  you-will-do  it  for-him.      So  you-arc  going,  arc  you?     I  owe  you. 

... 

/  .....  ' 


-i 

But  was  it  your  ball?    I  know  you  have  them.    Oh,  no;  Tom  owed  him  for  it. 


..  i..  A C...L.V..I-.-I  .____.£:_X .___'_.  L._^  x .  J..J 

But  how  high  will  it  be?      Oh,  do  not  let  them  see  it  on  him.      Was  it  right? 

GO.  Wordsigns  are  exceptions  to  the  rules.  Most  of  the  word- 
signs  are  written  in  the  second  or  natural  position  regardless  of  the 
vowels  which  they  contain.  Thus,  it,  for,  think,  him,  etc.,  are  writ- 
ten between  the  lines,  in  second  position,  although  the  vowel  in 
each  of  these  wordsigns  islirst-place.  The  position  of  a  wordsign 
must  be  carefully  memorized,  as  a  change  in  the  position  of  a  word- 
sign  changes  its  meaning. 

fll.  Notice  that  the  same  wordsign  represents  either  I  or  high. 

<i2.  The  dash  vowel  O,  placed  vertically,  is  the  wordsign  for 
either  oh  or  owe.  The  vowel  uh,  placed  vertically,  is  the  wordsign 
for  but.  The  wordsign  for  on  is  ALWAYS  WRITTEN  UP. 

03.  Learn  ivordsiyns  from  the  sentences,  not  from  the  lists. 


16  SHORTHAND    LESSONS. 

64.  In  sentence  writing,  by  means  of  position,  the  reporter  in- 
dicates most  of  the  necessary  vowels  without  writing  them,  thus 
saving   time  and   increasing  his  speed.     But  since   an   occasional 
vowel  must    be  inserted,   and    that  with    lightning-like   rapidity, 
it  is  imperative   that  one    should  be  perfectly   familiar  with  the 
vowels. 

65.  Copy  the  shorthand  sentences   on  page  15  ten  times  care- 
fully.    Then  write  each  one  ten  times  from  memory,  making  each 
stroke  quickly  but  exactly  right.     Be  able  to  read  and  write  the 
wordsigns  rapidly  both  forwards  and  backwards.     Then  write  the 
exercise  below,  joining  all  words  connected  by  hyphens.     Read  the 
exercise  from  your  notes;  correct  it,  rewrite  it,omitting  the  vowels, 
and  read  it  again.     Make  each  exercise  as  perfect  as  possible. 
Pay  as  much  attention  to  reading  your  shorthand  as  to   writing  it. 
Your  notes  are  valueless  unless  you  can  read  them. 

66.  Wordsigns   should  be   reviewed  daily.     You   should  know 
them  as  you  do  your  multiplication  table,  felse  they  will  prove  a 
hindrance  instead  of  a   help.     Whatever  the   lesson   for   the   day 
may  be,  be-gin  and  end   your  study  by   writing   a  couple  of   sen- 
tences in  this  lesson  ten  or  twenty  times,  until  you  can  write  them 
rapidly  as  well  as  correctly. 

WRITING   EXERCISE. 

You-may  show  him  your  copy.  They  think  it  was  your  shop. 
But  do-you  think  you- will  know  them?  Oh,  have-you  a  knife  for- 
him?  I  know  you  owe  him.  Will  you  not  teach  them?  I  think 
yOu-will-have  time  for  it.  Oh,  no ;  do  not  let  them  see  your  game. 
Will  you  not  do  it  for  me?  They  owe  me  but  they- will  not  pay 
me.  I  know  they- will-do  it  for-him.  You  know  it  was  not  so. 
Do-you  think  you- will  go  for  them?  You-are  pale;  are-you  ill? 
I  saw  him  limp.  But  how  will  you  do  it?  Will  they  let  you  have 
them?  Oh,  do-you  think  so?  Will  you  aid  him?  Was  it  your 
oil?  They-will  not  let  me  have  my  kite.  Oh,  I  owe  you  for  it. 
How  high  was  it?  Will  you  not  let  him  go  for  me?  Are-you  not 
going?  Let  him  have  a  dime.  How  high  will  it  be?,  Oh,  will 
it  be  so  high?  I  think  you-will-be  on  time. 


SHORTHAND    LESSONS.  17 

LESSON     9. 
THIRD-PLACE  VOWELS. 

Long.  Short.  Diphthongs. 

L  -  i  A  o. 


Ah  00  a  00  Ow  U 

-^    :ji   rjizr^;::  ^^zzqz: 

Arm     ooze     add     took     vow      due 

~rivZ~I~ 


Archie  move'd  and  took  our  pew.     Jack,  put  up  your  cashbook, 

67.  The  third-place  vowel  sounds  are  all  found  in  the  sentence, 
*' Artie,  move    that  wool    round  you."     Third-place  -vowels  are 
always  written  at  the  end  of  a  stroke ;  hence  they  are  placed  at  the 
bottom  of  the  down  strokes  but  at  the  top  of  the  up  strokes. 

68.  When  convenient,  Ow ^.and  U Qmay  be  joined  to  the  end 

of  a  stroke. 

69.  When  coming  between  two  strokes,  third-place  vowels  are 
always  written  by  the  second  stroke. 

70.  A  word  containing  a  third-place  vowel  is  generally  written  in 
third  position ;  that  is,  the  first  down  or  up  stroke,  if  full-length, 
is   written  across  the  lower  line,  half  above  and   half  below  it. 
Half-lengths  and  horizontals  are  written  just  below  the  lower  line. 

71.  Remember  it  is  always  the  flrst  down  or  up  stroke  in  an  out- 
line that  is  put  in  position,  and  the  horizontals  accommodate  them- 
selves to  this  stroke. 

72.  A  short  outline  is  almost  always  put  in  the  position  indicated 
by  its  vowel.     Peculiar  outlines,   and  outlines  of  three  or   more 
strokes,'  are  seldom  put  in  position,  but  rest  on  the  lower  line  in 
the  second  or  natural  position.     See  last  line  of  Exercise  6. 

73.  An  obscure  vowel  is  generally  omitted.     It  is  seldom  neces- 
sary to  insert  more  than  two  vowels  in  any  word. 

•  74.  Copy  the  line  of  shorthand  given  above  ten  times.  Study 
Exercise  G  until  you  can  read  it  correctly  in  three  minutes  and  can 
write  any  word  in  it. 

2 


18 


SHOKTIIAND    LESSONS. 


EXERCISE  NO.  6. 


Ly 

2       v 

—  *  I  "~"i 

*'~*Al"         ~"n/    '  "VX""     "     r^  ^h  V\  \A 

7 


10 


11  f 


12 


k- 


T. 


.13 


x  _____  I  .......  y  ________    .......     _  .......  _  ..... 


8HOKT1IANJJ    LKSrtON.S.  19 

LESSON     10. 
RESUME  OF  THE  VOWELS. 


1.  E 

2.  A 

3.  AH 


AW  i 

-  0 
-00  a 


o 
—  u 


-  oo 


DIPHTHONGS. 
AOI 


75.  The  first-place  vowels  are  all  found  in  the  sentence,  She  saw 
Jim  rob  my  boy.  The  second-place  vowels  are  A,  O,  eh,  and  uh. 
The  third-place  vowels  are  contained  in,  Artie,  move  that  wool 
'round  you.  Recite  the  vowels  forwards  and  backwards,  up  and 
down,  and  skipping  about,  every  day  for  at  least  two  weeks. 

70.  Between  strokes,  A,  0,  and  all  first-place  vowels  are  placed  by 
the  first  stroke;  eh,  uh,  and  all  third-place  vowels  are  placed  by  the 
second  stroke. 

77.  Itemember  the  position  of   half-lengths  is   the  same  as. for 
horizontals,  not  across  the  line,  but  under  the  upper  line  for  first 
position,  on  the  lower  line  for  second  position,  and  under  the  lower 
line  for  third  position. 

78.  Many    lind   difficulty    in  distinguishing   between  Ah rand 

8  ! .    Since  o  never  has  the  Ah  sound  and  a  seldom  has  the  sound 

of  short  o,  it  is  perfectly  safe  to  use  6! whenever  the  letter  is  o, 

and  Ah — i  whenever  the   letter  is   a.     Even  in  watch,  was,  swap. 
and  the  few  other  words  in  which  a  has  the  sound  of  6,  it  is  just  as 

well   for  all   practical  purposes  to   use  Ah ?and  to  write  these 

words  in  the  third  position.     Aw  is  first-place ;  A  is  second-place ; 
all  other  sounds  of  a  may  be  written  in  the  third  place.     Obscure  a, 
however,  is  often  pronounced  like  uh,  as  in  awoke  or  Emma,  and 
may  be  so  written. 

79.  Review  the  rules  given  in  the  last  lesson  before  writing  the 
exercise.     Write  each  outline  in  its  proper  position  and  insert  the 
vowel  or  vowels  afterward. 

WRITING  EXERCISE. 

At,  out,   ooze,   Pa,   bow,  pew,  pooh,  thou,  view,  woo,  Ma,  la, 
ashy,  abbey,  Lou,  lieu,  hue,  alley,  chew,  Anna,  tube,  Hannah,  Fan- 


20  SHORTHAND    LESSONS. 

nie,  due,  view,  shoe,  new,  tag,  bag,  patch,  vouch,  tap,  dupe,  catch, 
gash,  cash,  cap,  loop,  coop,  hatch,  doom,  loom,  took,  look,  fume, 
lack,  boom,  lamb,  calm,  tomb,  pool,  pull,  push,  bush,  booth,  map, 
match,  endac,  endow,  shadow,  nook,  attack,  shook,  pack,  package, 
Juno,  mule,  moody,  anthem,  couch,  cuckoo,  newel,  pulled,  pushed, 
patched,  duped,  rapid,  packed,  bag,  tapped,  ragged,  calmed, 
tagged,  mute,  put,  shoot,  boot,  doubt,  act,  art,  foot,  chat,  pad,  bad, 
about. 

LESSON     11. 
RAY  OR  AR. 

80.  Two  considerations  determine  whether  Eay  or  Ar  should  be 
used,  the  vowel  and  the  angle.     The  vowel   rule  is   given  in  the 
names. 

81.  Hay  begins  with  the  sound  ofr;  hence  Ray  is   used  in  words 
beginning  with  the  sound  of  r,  as  ray,  rub,  wrong. 

82.  Ar  begins  wtth  a  vowel  sound  before  r;  therefore  Ar  is  used  in 
words  beginning  with  a  vowel  sound  before  r,  as  ark,  early,  Erie. 

83.  Hay  ends  in  a  vowel  sound  while  Ar  ends  in  the  sound  of  r. 
Ray  is  therefore  used  in  words  ending  in  a  voicel  sound  after  r,  as 
foray,  borrow,  thorough,  tarry;  and  Ar  is  used  in  words  ending  in 
the  sound  of  r,  as_  bore,  tire,  pear,  etc. 

Examples :  "  -- * 

The  red  armory  tower.     Rotary,     error. 

84.  Study  these  examples  and  the  above  rules  until  you  know  why 
Raj  or  Ar  should  be  used  in  each  case.     Copy  these  examples  sev- 
eral times ;  and  each  time  give  the  reason  for  the  choice  of  Ray  or 
Ar. 

85.  In   shorthand,  the  consonants   are  of  far  more  importance 
than  the  vowels,  hence  the  above  rules  should  never  be  followed 
when  the  resulting  consonant  outlines  would  be  indistinct  or  liable 
to  be  misread. 

Bad  outlines.  Good  outlines. 


rm        rt    '     rch        rr  rm        mr        rt        rch        rr 

86.  The  first  outlines  are  bad  because  there  is  no  sharp  point  or 

angle  at  the  joining  of  the  strokes,  and  the  strokes  are,  therefore, 


SHORTHAND    LESSONS.  21 

indistinct  and  liable  to  be  misread.  The  first  outline  might  be 
mistaken  for  a  lengthened  Lay  (to  be  learned  hereafter).  The 
second  outline  looks  like  a  lengthened  Ar,  while  the  third  and  fourth 
outlines,  if  written  rapidly,  would  be  apt  to  resemble  Ar-Ish  and 
Lay-Ar. 

87.  In  the  good  outlines   given  above,  there  is   a  sharp  angle  at 
the  joining  of  the  strokes,  except  in  Ray-Hay,  and  that  is  so  plain 
that  there  is  not  the  slightest  difficulty  in  reading  it. 

88.  In  order  that  the  consonants  may  be  written  so  plainly  that 
they  cannot  be     mistaken,    the  following    angle    rules    must   be 
observed,  regardless  of  the  vowel  rules : 

89.  Always  use  Ar  before  M   and  Emp,  and   Bay   after    M    and 
Emp,  as  in    ~*\~r^    Use  Ray  also  after  Ray  and  Hay.     Examples : 


it>rr>rs  .and  heroes. 


lx:g 
'Ar  or  Ray*  art 

o  *naoi* 


• 


LESSON    12. 

WRITING  EXERCISE. 

Use  Ray :  Raw,  rye,  road,  ripe,  rage,  Ruth,  wrath,  wrap,  bury, 
ferry,  cheery,  tyro,  Harry,  mirth,  mirror,  rear,  inferior,  terror, 
inhere. 

Use  Ar:  Arm,  earl,  ear,  our,  •  hour,  ire,  Erie,  airy,  door, 
tower,  dire,  fewer,  bare,  herb,  pare.,  tire,  Europe,  ream,  romp,  farm, 
arrear,  rim. 


20  SHORTHAND    LESSONS. 

nie,  due,  view,  shoe,  new,  tag,  bag,  patch,  vouch,  tap,  dupe,  catch, 
gash,  cash,  cap,  loop,  coop,  hatch,  doom,  loom,  took,  look,  fume, 
lack,  boom,  lamb,  calm,  tomb,  pool,  pull,  push,  bush,  booth,  map, 
match,  endue,  endow,  shadow,  nook,  attack,  shook,  pack,  package, 
Juno,  mule,  moody,  anthem,  couch,  cuckoo,  newel,  pulled,  pushed, 
patched,  duped,  rapid,  packed,  bag,  tapped,  ragged,  calmed, 
tagged,  mute,  put,  shoot,  boot,  doubt,  act,  art,  foot,  chat,  pad,  bad, 
about. 

LESSON     11. 
RAY  OR  AR. 

80.  Two  considerations  determine  whether  Eay  or  Ar  should  be 
used,  the  vowel  and  the  angle.     The  vowel   rule  is   given  in  the 
names. 

81.  Ray  begins  with  the  sound  ofr;  hence  Ray  is  used  in  words 


85.  In  shorthand,  the  consonants  are  of  far  more  importance 
than  the  vowels,  hence  the  above  rules  should  never  be  followed 
when  the  resulting  consonant  outlines  would  be  indistinct  or  liable 
to  be  misread. 

Bad  outlines.  Good  outlines. 


rm        rt    '     rch        rr  rm        mr        rt        rch        rr 

86.  The  first  outlines  are  bad  because  there  is  no  sharp  point  or 

angle  at  the  joining  of  the  strokes,  and  the  strokes  are,  therefore, 


SHORTHAND    LESSONS.  21 

indistinct  and  liable  to  be  misread.  The  first  outline  might  be 
mistaken  for  a  lengthened  Lay  (to  be  learned  hereafter).  The 
second  outline  looks  like  a  lengthened  Ar,  while  the  third  and  fourth 
outlines,  if  written  rapidly,  would  be  apt  to  resemble  Ar-Ish  and 
Lay-Ar. 

87.  In  the  good  outlines  given  above,  there  is   a  sharp  angle  at 
the  joining  of  the  strokes,  except  in  Hay -Kay,  and  that  is  so  plain 
that  there  is  not  the  slightest  difficulty  in  reading  it. 

88.  In  order  that  the  consonants  may  be  written  so  plainly  that 
they  cannot  be     mistaken,    the  following    angle    rules    must   be 
observed,  regardless  of  the  vowel  rules : 

89.  Always  use  Ar  before   M   and  Emp,  and   Eay   after    M    and 
Emp,  as  in    ~~\^<       Use  Kay  also  after  Kay  and  Hay.     Examples : 


Rome's  emperors  and  heroes. 

90.  When  Ar  does  not  make  a  good  joining  with  the  following 
stroke,  as  it  does  not  with  several  of  the  down  strokes,  Ray  must 
be  used  instead  of  Ar. 


Urge  arch  aright  earth 

91.  In  the  middle  of  an  outline,  use  whichever  stroke  for  r  makes 

i  f    /I 

the  better  joining  with  the  other  strokes  ^<.      farm  ^/y    forage. 

92.  Copy  the  examples  under  the   angle*  rules  until  you  know 
them.     Read  Exercise  7  and  be  able  to  tell  the  reason  for  the  choice 
of  Ar  or  Ray  in  each  outline. 


LESSON     12. 
WRITING  EXERCISE. 

Use  Ray :  Raw,  rye,  road,  ripe,  rage,  Ruth,  wrath,  wrap,  bury, 
ferry,  cheery,  tyro,  Harry,  mirth,  mirror,  rear,  inferior,  terror, 
inhere. 

Use  Ar:  Arm,  earl,  ear,  our, 'hour,  ire,  Erie,  airy,  door, 
tower,  dire,  fewer,  bare,  herb,  pare,  tire,  Europe,  ream,  romp,  farm, 
arrear,  rim. 


22 


SHORTHAND     I.KSSONS. 


EXERCISE  NO.  7. 


9    - :*•..      x" 


13    <,L°r.l±\        A  ^  XI 


SHORTHAND    LESSONS.  23 

Which  stroke  for  r,  and  why?  Ray,  ore,  row,  rack,  ark,  rag, 
argue,  early,  rely,  hourly,  rob,  orb,  wrong,  wreath,  tar,  tarry,  bar, 
berry,  fair,  fairy,  fare,  dare,  dairy,  bore,  borrow,  shower,  showery, 
fire,  fiery,  lower,  Laura,  fir,  furrow,  bureau,  error,  thorough,  Rome, 
room,  mire,  ram,  rhyme,  mar,  empire,  roar,  hero,  heroic,  horrify, 
emperor,  rare,  umpire,  earth,  carry,  fear,  urge,  power,  tore,  arch, 
roam,  morrow,  aright,  interior,  form. 


LESSON     13. 
RULES  FOR  HALVING. 

92.  Every  stroke  in  an  outline  should  be  perfectly  distinct  so  that 
there  can  be  no  possible  doubt  as  to  what  stroke  is  intended,  or  as 
to  the  length  of  the   stroke,  whether  full  or  half  length.     There- 
fore,   make    a  half-length  too  short   rather  than    too    long.     Be 
especially  careful  about  its  shading. 

93.  Since  Ray  and  Hay  closely  resemble  Ghay,  they  should  not 
be   halved  unless  joined  to   a  stroke  or  to  a  hook  to  be  learned 
later  on.     Do  not  halve,  therefore,  in  such  words  as  rate,  road, 
hit,  head,  etc.,  but  halve  in  hated,  writing,  rated,  etc. 

94.  Halving  is  not  employed  in  unusual  words  or  in  proper  names 
where  it  would  be  dilllcult  to  tell  whether  T  or  D  were  intended. 

95.  The   stroke   T  or  D  must  be  used  instead  of  halving  when- 
ever a  word  ends  in  a  vowel  sound  after    T  or    D   or  when  two 
necessary  vowels  come  between   T  or   D    and  another  consonant; 
that  is,  whenever  it  is  necessary  to  place  a  vowel  by  Te  or  De. 


Jet,  jetty,  pit,  pity,  lot,  Lottie,  poet. 

96.  DO    NOT    HALVE    A    STROKE  UNLESS  IT   MAKES    A 
SHARP    ANGLE  WITH  THE  OTHER  STROKE  OR  STROKES 
TO    WHICH    IT    IS  JOINED.     In  /C7")  locate,     K     cannot    be 
halved,  for  if  it  were  the  outline  would  look  like  Lay-  K,    or  like 
Lay  only.     The  only  exceptions  to  this  rule  are  where  spot  shading, 
a  hook,or  the  opposite  direction  of  the  curve  makes  the  half-length 
distinct.    Ex.  V_x~*>    named. 

97.  In  several  ways,  1,  m   n,  and  r  are  treated  a  little  differently 


24  SHORTHAND    LESSONS. 

from  the  other  consonant  strokes.  When  halved  for  d,  they  may 
be  shaded  to  distinguish  between  conflicting  words  like  maid  and 
mate,  old  and  late,  etc.  The  light  half-lengths  are  called  Let, 
Met,  Net,  and  Art.  The  shaded  half-lengths  are  Eld,  Med,  Ned, 
and  Ard.  There  is  no  danger  of  confusing  them  with  half-length 
Yay,  Emp,  Ing,  or  Way  as  will  be  seen  later  on. 

98.  Eld  is  written  down  as  it  is  difficult  to  write  a  shaded  stroke 
up. 

99.  In  words  ending  in  ted  or  ded,  write  the  part  preceding  ted 
or  ded,  then  add  the  half-length  Tet  or  Det  if  the  joining  is  good; 
otherwise  write  Tet  or  Det  apart  from  the  rest  of  the  outline,  to 
the  right  of  the  preceding  stroke  and  a  little  below  it,  but  very  close 
to  it  so  it  will  not  look  like  a  separate  word.     Examples  : 


En-ded,  ma-ted,  dee-ded,  awai-ted,  nut,  end,  late,  old,  feared. 

100.  When  a  lialf-length  is  put  in  position,  it  is  not  written  across 
the  line,  but  as  previously  directed,  under  the  upper  line  for  first 
position,  on  the  lower  line  for  second  position,  and  under  t-he 
lower  line  for  third  position.  Read  Exercise  8  and  write  the 
following 

WRITING   EXERCISE. 

Halve  for  T  or  D  :  Ended,  noted,  loaded,  hated,  righted,  fitted, 
dated,  doted,  pitied,  cheated,  dotted,  awaited,  written,  writing, 
east,  esteem,  esteemed,  estimate. 

Do  not  halve:  Locked,  looked,  judged,  kicked,  peeped,  radiate, 
fiat,  liked,  roared,  reared. 

Should  you  halve  or  not,  and  why?  Net,  Nettie,  mud,  muddy, 
naught,  naughty,  date,  data,  dado,  not,  knotty,  paid,  petty,  dot, 
ditto,  ditty,  Monday,  tidy,  sheet,  shady,  fight,  let,  lady,  ninety,  get, 
bought,  tight,  cheat,  chat,  fat,  giddy,  locate,  raked,  caked,  rated, 
headed,  write,  heat,  haughty,  doubted,  doubt,  riot,  met,  meadow, 
shot,  shoddy,  made,  end,  old,  aired,  nut,  night,  late,  nailed,  need, 
needy,  diet,  mute,  added,  better,  intend,  intended,  fortunate. 


SHORTHAND    LESSONS, 


25 


EXERCISE  NO.  8. 


A  ...    .  X-    ..  •!• 


A 


« j 


10 
11 

12 

13    - 

14 


7 

i..  jji     Dl  .  \.  .. 

V 

Y-- 

A  VI 


V 


•^-^1          V        V 

1 


26  SHORTHAND    LESSONS. 

LESSON     14. 

THE  SMALL  CIRCLE. 

101.  The  sound  of  s  or  z  is  generally  represented  by  a  small  circle 
called  Iss  to  distinguish  it  from  the  strokes  S  and  Z. 

102.  The  circle   at   the    beginning   of  an   outline   is    read  before 
everything  else;  that  is,   before  the   vowel   and   before  everything 
that  will  be  learned  hereafter.     The  circle  at  the  end  of  an  outline 
is  read  after  everything  else. 

I  '*L  


I  °>T" 

-  v 

Sirj  city,  soft,  acts,  puts. 

103.   Curves.  —  Iss  is  always  written  on  the  inside  of  curves. 


Sons,          seems,          sofas,          sells,          sashes. 
104.  Straight  strokes.  —  When  alone,  or  when  joined  to  a  single 
straight  stroke,  make  the  circle  with   a  motion  contrary  to  that  of 
the  hands  of  a  clock.     This  puts  the  circle 

On  the  right  side  of  a  down  straight  stroke. 

On  the  left  side  of  an  up  straight  stroke  (Hay  or  Ray). 

On  the  upper  side  of  a  horizontal  straight  stroke. 

x  \     L    I      /    /  -»  —  ^ 

Pees,  Bees,  Tees,  Dees,  Chays,  Jays,  Kays,  Gays,  Hays,  Rays, 

\\f  f/°  /°a_u_  o^ 

Iss-P     Iss-B     Iss-T     Iss-D     Iss-Chay  Iss-J        Iss-K        Iss-Gay  Iss-Ray. 

106.  Though  called  a  circle,  Iss  is  not  exactly  round  when  joined 
to  a  straight  stroke,  for  the  straight  stroke  forms  one  side  of  Iss. 
Be  careful  to  make  the  stroke  perfectly  straight  in  these  two  copies. 
In  the  flrst  copy,  make  the  stroke  quickly ;  then  stop  an  instant 
before  making  the  curve  that  finishes  Iss.  In  the  second  copy, 
begin  Iss  at  right  angles  to  the  stroke,  not  parallel  with  it,  and 
when  a  little  more  than  one-half  of  a  circle  is  made,  stop  an  instant, 
and  with  a  straight,  quick  motion,  draw  the  line  which  completes 
Iss  and  makes  the  required  stroke.  Thus,  o not  e , 


SHORTHAND    LESSONS.  27 

106.  Make  Iss  as  small  as  it  can  be  made  distinctly.  DO  NOT 
BE  GUILTY  OF  PLACING  A  SINGLE  CIRCLE  ON  THE 
WRONG  SIDE  OF  A  STROKE.  Putting  the  circle  on  the  other 
side  of  the  stroke  would  change  its  meaning.  Thus,  [•  stay  wovfld 
become  stray,  audX^  buzz  would  become  buns  if  the  circle  were 
written  on  the  left  side  of  the  stroke.  As  you  learn  the  foregoing 
paragraphs,  write  the  shorthand  under  each  paragraph  five  times 
carefully.  Copy  the  following  sentences  ten  times,  then  write  them 
ten  times  from  memory. 


Does  Smith  sell  jackets?    Seth  Hayes  says  they  chose  a  rose  for  your  sake. 

v/.—  „-- 
______  \o    ....No 

I  suppose  Bess  lives  in-the  city.     Gus  needs  six  pairs  of  cotton  hose. 

107.  Between  strokes.  —  When  one  of  the  strokes  is  a  curve,  Iss  is 
written  on  the  inside  of  the  curve.  BETWEEN  TWO  STRAIGHT 
STROKES,  Iss  must  be  written  on  the  OUTSIDE  OF  THE 
ANGLE,  if  any  ;  otherwise  as  directed  in  Par.  104. 


Our   desks    are    dusty.     These    gossips  may  discuss    your  looks. 

CL^^:^:?;^:::::}  ::::i:~^:-'£:. 

My    cousin  recites  nicely.     Have-you  decided  to  resign?     A  risky 


task.     I   sent    him   a   dozen   razors   Tuesday.     She  puts  them  at 
-**- 


your  disposal.     Your  accuser   acts  badly.     Despise   such   deeds. 


28 


SHORTHAND    LESSONS. 
EXERCISE  NO.   9, 


1 

r 

/ 

I  /  ...^    -r     r 

2 

\ 

^V 

3 

^ 

A 

*4.~**    x   x_^ 

4 

i 

?r- 

i 

O    '    P 

5 

ST\ 

i 

if  —  s 

*  V      /^°       ^       ^ 

r 


V-6  ?^^ 


K 


8        J-> 


9 

10 

11 

12 

13 


r 


^/ 


SHORTHAND    LESSONS.  29 

108.  In  desks,  cousin,  and  similar  words,  the  vowel  does  not 
come  between  two   strokes,  but  between  a  stroke  and  a  circle; 
therefore  Par.  76  does  not  apply. 

109.  Practice  these  sentences  until  you  can  write  them  correctly 
and  unhesitatingly.     Make   a  longhand  transcript  of  the    reading 
exercise,   carefully  noting  the  place  of  the  circle  in  each  outline. 
Observe  that  the  down  stroke  El  is  placed  before  Iss-En,  and  Kay  is 
used  after  Ens  and  Kays. 


LESSON     15. 
THE  SMALL  CIRCLE  CONTINUED. 

110.  When  placing  the  vowels  in  this  lesson,  consider  what  the 
stroke  is  in  each  word,  and  write  the  vowel  on  the  same  side  of  the 
stroke  as  if  there  Avere  no  circle.  The  vowel  belongs  to  the  stroke, 
not  to  the  circle. 


Eat,     seat,     eke,     seek,     ill,     sill,     age,     sage. 

111.  Write  the  first  seven  lines  of  Exercise  9  from  your  longhand 
transcript  without  help  from  the  printed  phonography.  Make  any 
other  mistake  rather  than  make  a  mistake  with  the  circle.  Care- 
lessness in  regard  to  the  circle  will  cause  you  no  end  of  trouble 
throughout  your  shorthand  career.  You  can  write  every  word  in 
both  exercises  without  getting  a  single  circle  wrong.  Others  have 
done  it.  You  can  do  it.  Compare  your  work  with  the  engraved 
page ;  correct  and  rewrite  the  seven  lines.  Proceed  in  the  same 
way  with  the  last  half  of  Exercise  9.  When  you  have  written 
Exercise  9  without  error,  write  the  exercise  below.  See  to  it  first, 
that  every  circle  is  properly  placed,  and  afterwards  that  every 
vowel  is  on  the  proper  side  of  the  stroke. 

WRITING  EXERCISE. 

Nose,  face,  sign,  voice,  same,  saves,  seems,  sour,  snows,  shoes, 
sings,  less,  ashes,  ways,  yes,  oars,  slice,  pass,  piece,  dose,  choice, 
juice,  does,  guess,  case,  race,  hues,  house,  spies,  scope,  picks, 


30  SHORTHAND    LESSONS. 

loops,  lacks,  lax,  fix,  mix,  safety,  sketch,  cause,  Sundays,  suppose, 
notice,  obvious,  soaks,  sinks,  skip,  dies,  cheese,  passive,  dozen, 
surpass,  searches,  fastens,  hose,  heroes,  hats,  discuss,  dispose, 
desire,  casks,  decides,  reason,  risk,  receipt,  dispatch,  cellar,  salary, 
salaries,  ditches,  acts,  gets,  puts,  fits,  cots,  sit,  set,  sat,  city,  soap, 
such,  same,  sides,  sole,  sake,  suits. 


LESSON     16. 

112.  A  few  of  the  wordsigns  take  the  position  indicated  by  their 
vowels.     Be  sure  to  review  the  wordsigns  daily. 


Give,  any,  is,     as,   of,   to,   too,  we,  were,       he,         the,  a,  and, 
Given  his,  has,  two, 

..  ,  —  —   ,.. 

to-the,  is-the,  was-a,  and-is-a,  and-has-a/liave-a,    and-a,    and-the. 

^>  c x._          P  

c V n 5. L...x.....b.-x 

Were    any-of-them  with  you?     We-were    in-the    city    two    days. 


•/-  —  j,  ...o  ----------  6      ^  ____________  6  ______  >  ____  >  _________  -----  *  -----  c 

James   has  given  some  of-his  sketches  to  two  of-the  boys.     Were 

Zr±:::;i:  ^:::  ):::::::;:i:::;x  :*::::;:::::c^ 

any-of-you   with   him?     Was-the    thought  yours?     Has-the   agent 
"\ 


_  j 

bought  our  tickets?     Are-the  ladies  going  to-the  office  to-morrow? 

-------  ^     0    (^------P  ------- 

...    ____  .V-..X.--l...-b.-. 


.V-.. 

We-have-a  bag  and-a  basket.     Oh,  yes  ;  the  ice  is  thick  aud-safe. 


SHORTHAND    LESSONS.  31 

113.  A  word  that  is  always  vocalized,  like  ice,  need  not  be  put  in 
position.     Proper  names  should  almost  always  be  vocalized. 

114.  The  may  be  represented  by  a  slanting  tick  added  to  the  end 
of  a  word.     This  tick  is  usually  written  down  like  diet,  only  not 
more  than   half  as  long  as  Chet;  but  for  the  sake  of  a  sharper 
angle,  it  is  sometimes  written  up  like  Ret.     When  written  down,  it 
is  called  Chetoid,  meaning  like  Chet.     (Oid  means  like.)     When 
written  up,  it  is  called  Retoid. 

115.  At  the  beginning  of  a  sentence,  or  when  the  cannot  be  con- 
veniently added  to  the  end  of  a  word,  the  may  be  represented  by  a 
heavy  dot  placed  on  the  upper  line. 

116.  A,  an,  or  and  may  be  represented  by  a  horizontal  tick  added 
to  the  beginning  or  to  the  end  of  a  word   as  is   most  convenient. 
For  the  sake  of  a  sharper  angle,  a  vertical  tick  is  sometimes  used 
for  a,  an,  or  and.      All  of  the  ticks  must  be  made  as  short  as  possi- 
ble without  looking  like  dots ;  otherwise  they  may  be  mistaken  for 
half  lengths.     Since  the  ticks  for  a,  an,  and  and  are  made  like  Ket 
or  Tet,  they  may  be  called  Ketoid  or  Tetoid. 

117.  Write  the  shorthand  examples  in  this  lesson  at  least  ten 
times.     Then  write  the  exercise  below  very  carefully.     Read  your 
notes,  not  only  for  the   purpose   of  detecting  any  error  you  may 
have  made  but  also  for  the   sake  of  learning  to  read  your  notes 
quickly.     Read  every  exercise  each  time  that  you  write  it. 

WRITING  EXERCISE. 

Will  you  give-me-a  dime  for-the  ball?  Have-you  seen  any- 
of-them  since  they-were  sick?  Did-you  know  we-were  at  your 
house  Tuesday  night?  You-will-have-a  bad  time  if-you  do  not 
know  your  lessons.  Has-the  agent  left-the  city?  We  bought  two 
tickets  of  him.  Will  you  give  them  to  me?  Will  you  go  and  get 
me  some  salt?  Were  you  in-his  office  at-the  time?  You  have-a 
spot  on  your  hat.  He  paid  me  two  cents  for  it.  We-think  Fannie 
is  too  naughty  to  listen  to-the  singing.  We-think  they-will-be 
ready  for-you.  Are  these  your  skates? 


32 


SHORTHAND    LESSONS. 
EXERCISE  NO.  10. 


\ 
^ 


10 

11 

12 
14 


v         *  ^  v 


Vn 


n  n      c 


ir..\  x 


8  ( r 

o  ")  /I 


Cc 


-----v-n- 


( , 


SHORTHAND    LESSONS.  33 

LESSON     17. 
CIRCLES  AND  LOOPS. 


No 


Pees,  Peesez,  Peest,  Peester,  Kays,  Kaysez,  Kayst,  Kayster,  etc. 

118.  A  large  circle,  called   Sez,  represents  two  sounds  of  s  or  z 
with   a  vowel  between  them;  as  sez,  sis,  size,  sus,  zaus,  heard  in 
pieces,  suspect,  exercise,  etc.     If  desired,  the  vowel  may  be  writ- 
ten within    a    large    circle;    but   this   is   seldom  done   in  actual 
reporting. 

119.  Steh,  a  lean  loop,  half  as  long  as  the  stroke,  represents  the 
sound  of  st  or  zd,  as  heard  in  raced  or  raised. 

120.  Ster,  a  larger  loop,  two-thirds  as  long  as  the  stroke,  repre- 
sents the  sound  of  ster.     This  loop  is  seldom  used  at  the  beginning 
of  words. 


Mrs.  Case's  roses  are-the  best.    Move  fast;  move  faster.    Our  store 

3T   ST>~~.MxI    !.X.±!"^EB™  ™.x."." 

was  on  fire  last  Saturday.     Sam  stole  six  boxes  of  scissors.    Foster 


possesses  artistic    tastes.     Our  pastors    testified  at  your  earnest 


..  — ^  _       _| 

^  h 

suggestion.     It  exhausted  our  resources.     Systematized  statistics. 

121.  Iss  may  be  added  to  final  Sez,  Steh,  and  Ster. 

122.  Like  the  small  circle,  Sez,  Steh,  and  Ster  at  the  beginning  of 
an  outline  are  read  before  everything  else.     At  the  end  of  an  outline, 


34 


SHORTHAND    LESSONS. 


EXERCISE  NO.  11. 


{*  /° 

6v  V 


V 


\ 

-r 


10 


k. 


12       X^ 

13    y 

U 


V    V 


o-LQ 


t- 


- 


/ 


xf     / 


SHORTHAND    LESSONS.  35 

they  are  read  after  everything  else.  Like  Iss  also,  they  are  always 
written  on  the  inside  of  curves,  on  the  right  side  of  down  straight 
strokes,  the  left  side  of  up  straight  strokes,  and  the  upper  side  of 
horizontal  straight  strokes. 

123.  In  the  middle  of  an  outline,  a  loop  always  makes  an  angle 
with  the   stroke  that  comes  after  it.     It  is   never  formed  by  the 
crossing  of  two  strokes  as  the  circles  are.     Exercise  11,  line  11. 

124.  Make  the  loops  and  circles  as  unlike  each  other  as  possible, 
the  loops  long  and  narrow,  and  Sez  very  much  larger  than  Iss. 

125.  Copy  each  of  the  foregoing  shorthand  sentences  ten  times. 
Then  write  each  one  ten  times  from  memory.     Learn  to  write  these 
sentences  both   correctly  and  rapidly.      Study  Exercise    11  until 
you  can  read  it  correctly  and  quickly. 


LESSON     18. 

WRITING  EXERCISE. 

Pieces,  passed^-  pastors,  boasts,  posters,  box,  boxes,  abscess,  ab- 
scesses, cast,  casts,  castor,  castors,  kisses,  kissed,  jest,  jester, 
jests,  jesters,  guess,  guessed,  mist,  muster,  nest,  haste,  hissed, 
hisses,  fosters,  fasts,  taste,  lasts,  arrest,  amazed,  safest,  still,  lustre, 
faster,  refused,  test,  testify,  justify,  steal,  still,  store,  star,  possess, 
possessed,  voices,  successes,  gazed,  dust,  excesses,  roasts,  Mrs., 
Mississippi,  dusters,  basin,  music,  inside,  nicely,  necessary,  dis- 
pose, dusk,  tusk,  gasp,  bask,  bestows,  discusses,  casks,  razors, 
resources,  dispossesses,  styles,  storm,  stillest,  biggest,  chosen, 
hasten,  chastises,  scissors,  Cicero,  Caesar,  surfaces,  dozen,  lessons, 
listens,  restores,  message,  miseries,  mason,  answer,  nicer,  sincer- 
ity, receipt,  dispatch,  resolve,  passive,  rejoiced,  Rochester,  artistic, 
artists,  surfaces. 

126.  After  writing  this  exercise,  look  over  your  work  carefully  to 
see  if  you  have  made  the  loops  thin  and  of  the  required  length. 
See  if  every  loop  and  circle  is  on  the  proper  side  of  the  stroke,  if 
Iss  is  made  as  small  as  possible,  and  Sez  very  much  larger  than  Iss. 
After   correcting   the  exercise,  rewrite  it  more  carefully  for  the 
teacher. 

127.  Since  Iss  is  read  after  everything  else,  halving  and  the  circle 


36  SHORTHAND    LESSONS. 

may  be  employed  for  ts  or  dz,  but  not  for  st  or  zd.     Use  the  loop 
for  final  st  or  zd. 


....  .^...0-    _._v^.—.  >  ------  >c...       _       -------  x^_.        . 

The  beast  is  in-the  midst  of-the  beets.     Have  you   missed  your 


mitts?     The  bees  buzzed  among-the  buds.     A-list  of-the  lots. 

128.  Add  the  following  to  the  writing  exercise  :  Ned'  s,  nest,  beds, 
best,  lost,  lights,  dazed,  dates,  needs,  sneezed,  fist,  fights,  refused, 
refutes,  debased,  debates,  vest,  voiced,  revised. 

LESSON     19. 
CIRCLE  OR  STROKE  FOR  S  OR  Z. 

129.  The  stroke    S  is  never  used  except  when  it  is  necessary  to 
put  a  vowel  by  s.     There  are  four  cases  : 

1.  When  a  word  begins  with  a  vowel  sound  before  s,  as  in  ask. 

2.  When  a  word  ends  in  a  vowel  sound  after  s,  as  in  mossy. 

3.  When  two  necessary  vowels  come  between  s  and  another  con- 
sonant, as  in  science,  pious,  etc.  . 

4.  When  S  is  the  only  stroke  in  the  word,  as  in   o/  siss,  J    size, 
~\    sized. 

130.  The  rule  for  z  is  the  same  as  for  s  except  that  when  a  word 
begins  with  the  sound  of  z,  the  stroke  Ze  is  always  used  whether  a 
vowel  precedes  or  not. 


Six  noisy  boys  will   receive   zero  for-the  noise  and  chaos. 

131.  These  and  the  previous  rules  given  for  the  circles  and  loops 
are  the  most  important  rules  in  shorthand.     They  should  be  re- 
peated every  day  until  they  are  indelibly  impressed  upon  the  mind. 

132.  Make  a  longhand  transcript  of  Exercise  12.    Study  the  exer- 
cise until  you  can  read  it  correctly  and  quickly.     Observe  that  the 
Steh  loop  cannot  be  used  when  a  vowel  sound  comes  between  s  and 
t,  as  in  gusset,  nor  when  a  vowel  sound  comes  after  st  at  the  end 
of  a  word,  as  in  gusty. 


i     V 

*    -E 


r 


~.J- 


r 


.— L I 


8     > 


9    -)  .........  > 

n/  nt>/ 

10  L>    y- 


•t /• 

\  1 

±       > 

>     ...}. 


12     ;1_      __:^. 

is  X      A 

"   L 


)• 
.)• 


> 


/  V 

/   o  k^x 

^-*x  v 

448366 


x)    X) 


VI 


The  beast  is  in-the  midst  of-the  beets.     Have  you   missed  your 


______________________  V>  .....  /-  —  ^^/  ______  \>     X  __   _____ 

mitts?     The  bees  buzzed  among-the  buds.     A-list  of-the  lots. 

128.  Add  the  following  to  the  writing  exercise  :  Ned'  s,  nest,  beds, 
best,  lost,  lights,  dazed,  dates,  needs,  sneezed,  fist,  fights,  refused, 
refutes,  debased,  debates,  vest,  voiced,  revised. 

LESSON     19. 
CIRCLE  OR  STROKE  FOR  S  OR  Z. 

129.  The  stroke    S  is  never  used  except  when  it  is  necessary  to 
put  a  vowel  by  s.     There  are  four  cases  : 

.   1.  "When  a  word  begins  with  a  vowel  sound  before  s,  as  in  ask. 

2.  When  a  word  ends  in  a  vowel  sound  after  s,  as  in  mossy. 

3.  When  two  necessary  vowels  come  between  s  and  another  con- 
sonant, as  in  science,  pious,  etc.  . 

4.  When  S  is  the  only  stroke  in  the  word,  as  in    o)  siss,  J    size, 
^    sized. 

130.  The  rule  for  z  is  the  same  as  for  s  except  that  when  a  word 
begins  with  the  sound  of  z,  the  stroke  Ze  is  always  used  whether  a 
vowel  precedes  or  not. 


Six  noisy  boys  will   receive   zero  for-the  noise  and  chaos. 

131.  These  and  the  previous  rules  given  for  the  circles  aud  loops 
are  the  most  important  rules  in  shorthand.     They  should  be  re- 
peated every  day  until  they  are  indelibly  impressed  upon  the  mind. 

132.  Make  a  longhand  transcript  of  Exercise  12.    Study  the  exer- 
cise until  you  can  read  it  correctly  and  quickly.     Observe  that  the 
Steh  loop  cannot  be  used  when  a  vowel  sound  comes  between  s  and 
t,  as  in  gusset,  nor  when  a  vowel  sound  comes  after  st  at  the  end 
of  a  word,  as  in  gusty. 


SHORTHAND    LESSONS. 


37 


.r 


-E 


r 


EXERCISE  NO.  12. 

>\     r 
^     ^      r 


r 


)• 


--) >- 

n/  n0' 


9 

10 

11 

12  £_. 

13  X 

"    L 


> 


s 

> 

-:3 

..4. 


.v.....  > 


.v. 

' 


X) 


/- I j 

oln 


t 


I  ^ 

/j?          ^N.  v 

448366 


38  SHORTHAND    LKSSONS. 


LESSON     20. 

CIRCLE  OR  STROKE  FOR  S  OR  Z  CONTINUED. 

133.  Write  Exercise  12  in  shorthand  from  your  longhand  tran- 
script without  help  from  the  printed  page.  Compare  your  work 
with  the  printed  phonography  and  correct  all  errors,  marking  the 
longhand  words  on  which  you  failed.  Study  the  exercise  until 
you  can  translate  the  longhand  into  correct  shorthand  without 
help  from  the  printed  exercise.  Then  write  the  following : 

WRITING   EXERCISE. 

Sap,  asp,  seed,  sleep,  asleep,  sack,  sick,  ask,  same,  seem,  Assam, 
soil,  sail,  assail,  sill,  sip,  espy,  spy,  soot,  seat,  Estey,  moss,  mossy, 
rose,  rosy,  race,  racy,  saw,  see,  essay,  seek,  sign,  scion,  pious, 
pies,  scope,  escape,  skip,  sense,  essence,  hazy,  haze,  daisy,  days, 
mass,  mazy,  noise,  noisy,  easy,  easel,  seal,  zeal,  zero,  Jessie,  juicy, 
juice,  fuss,  fussy,  news,  ensue,  bias,  since,  science,  soul,  silly, 
Sierra,  czar,  Zion,  chaos,  assume,  assist,  list,  haste,  hasty,  dust, 
dusty,  misty,  mist,  fast,  test,  must,  musty,  gusset,  faucet,  zinc, 
Suez,  chastise,  eyes,  sigh,  sighs,  size,  zigzag,  raised,  perused, 
sized,  rust,  russet,  rusty,  honest,  honesty. 


LESSON     21. 

WORDSIGNS. 

134.  A  dot  placed  just  before  a  stroke  and  in  a  line  with  it  indi- 
cates con,  conn,  com,  or  comm.     Ex.  \^^  company,     V       convey. 

135.  The  affix  Ing  may  be  represented  by  the  stroke  Ing,  or  when 
that  does  not  make  a  good  joining,  by  a  dot  placed  after  the  stroke, 
close  to  it  and  in  a  line  with  it,  as  in  \  paying. 


All,     already,     ought,    of,     or,  on,    together,    ago,     this,    those, 


SHORTHAND    LESSONS.  39 

I 


I-  -•(• V 

dollar,       had,     thing,     long,    anything,    thank,     though,     to-be, 
advertise-ment  thousand 


c 


—  |  -V- '- -v"~x --"•-  -A  ---^---•- 

We  had  to-be  on-the  alert  for  all  of-them.  They  have  already  given 

„ _; 1 — ^^P • ~~ 

_7 _.____x.___._.__<L/____  /.....„„. (.....  r^^-.!d-— x 

a-thousand  dollars.     We  sent  those  things  though  a-long  time  ago. 

::zz.:.z:t::::::::^::::::zi 

Consult  the  Commodore  about-the  advertising.     You  or  I  ought  to 


—  \--\j—  /  — ' 
x..._n__. 


thank  him.     Let-us  go  together.     Is  anything  wrong  about  this? 

Let's 

136.  Observe  that  the  vowel  sign  Aw  is  written  in  three  directions 
to  represent  three  words  beginning  with   the    sound  of  Aw;  all, 
already,  ought.     The  first-place  light  dash  representing  o  is  written 
in  three  directions  to  denote  of,  or,  and  on.     Since  these  ticks  are 
written  in  the  direction  of  Bet,  Det,  Jet,  Pet,  Tet,  and  Ret,  they  are 
called  respectively  Betoid  1,  Detoid   1,   Jetoid  1,  Petoid  1,  Tetoid 
1,  and  Retoid  1. 

137.  Observe  that  Ith  3  represents  both  thank  and  thousand.     De 
3  represents  had,  advertise,  and  advertisement. 

138.  Write  each  of  the  above  sentences  ten  times  from  copy,  then 
ten  times  from  dictation.     Make  the  ticks  as  short  as  possible  with- 
out their  looking  like  dots.     They  should  never  be  more  than  one- 
fourth  as  long  as  a  stroke. 

139.  Study  Exercise  13  until  you  can  read  it  both  correctly  and 
quickly.     Look  at  the   key  as  little   as  possible  while  reading  the 
exercise.     Book  is  written  in  the  second  position  to  avoid  conflict- 
ing with  back  which  is  written  in  the  third  position. 

»  KEY  —  Is-the,  as-the,  has-the,  as-to,  has-to,  as-to-the,  is-a,  as-a, 
has-a,  and-is,  aiid-his,  and-as,  and-has,  and-is-the,  and-as-the,  and- 
has-the,  and-is-a,  and-as-a,  and-has-a,  you-are,  you-will-be,  you-will- 
do,  you-will-think,  you-will-have,  you-are-doing;  you-must,  all-the, 


40 


SHORTHAND    LESSONS. 


EXERCISE  N.O.  13. 


-7° 


— />/> 


2  ._±_  _*.  ^  y  /\  A  A 

a      >       >     *     *      v  (      \     ~\  N 

6    v    V     *-       y~(—-(-—     > 

/ -  r    — zr    x  \ 

S       ° f         I  <^^     ^~N 

V  I  i--V,  . 


8 

9 

10 

11 

12 

13  K .:. 

14  * 


..  ( 


I- 


V_ 


\( 


V/        '  v  ' 

V-  X    a „  \ 


SHORTHAND    LESSONS.  41 

of'the,  on-the,  ought-the.  or-the,  but-the,  think-the,  was-the, 
are-the,  though-the,  thank-the,  on-the-way,  of -your,  of-you;  of- 
them.  *  *  *  Be  earnest  and-thorough  in  your  tasks.  —  Have- 
you  seen  my  scissors?  —  The  company  will  advise.  —  Have-you  given 
them  the  suggestions?  —  These  roses  are-the  nicest.  — Honesty.  — 
These  laws,  though  severe  —  examples. 


LESSON  22, 

WOKDSIGNS  CONTINUED. 

140.  Make  a  longhand  transcript  of  Exercise  13.  Translate  the 
longhand  into  shorthand  without  help  from  the  printed  page. 
Compare  your  work  with  the  engraved  page  and  correct  every 
error.  Practice  the  corrections  till  you  know  them;  then  write 
the  exercise  below.  Read  everything  you  write  in  shorthand,  not 
only  for  the  sake  of  detecting  errors  but  also  for  the  purpose  of 
learning  to  read  your  notes  as  easily  as  you  read  print. 

WRITING  EXERCISE. 

All  but  two  of -you  will  go  to-the  farm  to-morrow.  They  ought 
to-be  already  ou-the  way.  James  or  Sam  will  pack  your  books  for- 
you.  Two  hours  ago,  I  saw  them  going  to-the  picnic.  They  all 
had  on  new  hats.  Have-you  all  of-your  examples?  Yes,  and  all 
of-them  are  right.  No,  two  of-them  are  wrong.  Oh,  will  you 
give-me  a  piece  of-your  peach?  No,  the  peach  is  too  sour  for-you. 
Will  you  pay  me  the  two  dollars  you  owe  me  f or-the  tool  chest?  I 
saw-the  house  on  lire  an-hour-ago.  Though  they  sit  together  to 
study,  they  do  no  talking.  These  boys  desire  to  thank-you  for 
assisting  them  as  you  do.  They  think-you-are  nice  and-they  like- 
you.  Will  you  allow  me  to  go  to-the  store?  You  ought  to  stay 
in-the  house,  for-you-are  too  sick  to  go  out.  Is-the  ink  on-the  desk? 
All  of-them  think  as  you  do.  Have-you-a  thousand  dollars?  Have- 
you  seen  anything  of-them?  They-were  all-right.  We  will  have  to 
advertise  for  a  boy.  They  have  already  given  two  thousand  dol- 
lars. They  ought  to-be  with  him.  Did-you  say  these  things  or 
those  things?  This  is-a  long  piece. 


42  SHORTHAND    LESSONS. 


LESSON     23. 
TICK  OR  STROKE  FOR 


or 
Hk,         hg^,        hm,        hmp,        hi,        hw,        hr. 


Why  does-the  hag  hook  hemp  for  her  home  on-the  hill? 

141.  The  h  tick  is  really  the  hook  line  of  Hay.     It  is  called  Chet- 
oid  because  it  is  like  Chet.      It  .is  always  written   down  like  Chet, 
never  like  P  or   T,  and  is  never  made  longer  than  one-rfourth  of  a 
stroke. 

142.  The  tick  is  used  in  the  above  combinations  because  it  makes 
a  better  joining    and    is    easier  to  write   than    Hay.     Some  use 
Chetoid  before   S    and     Z,    P   and  B.       Always  iise    Hay  before 
other  strokes.     See  line  6  of  Exercise  13. 

143.  Like  Iss,  the  h  tick  at  the  beginning  of  an  outline  is  read 
before  everything  else. 

144.  All  words  beginning   with   wh  should  be    written   as  pro- 
nounced hw,  for  the  h  sound   comes  first.     Thus,  ichy  and  whisk 
should  be  written  as  pronounced  hid  and  hwisk. 

145.  Use  Hay-Ray  for  hr  whenever  the  rules  forr  call  for  the  use 
of  Ray.     Use  Chetoid-Ar  for  hr  whenever  the  rules  for  r  call  for  the 
use  of  Ar.     Lines  7  and  8. 

146.  H  is  omitted  in  a  few  words  of  very  frequent  occurrence,  as 
hear,  hope,  happy.     Line  9. 

HT.  Copy  the  shorthand  sentence  given  above  ten  times.  Read 
Exercise  14,  lines  1-11,  then  write  the  writing  exercise  carefully  that 
there  may  be  no  mistake  in  it,  and  that  you  may  not  have  to  write 
it  again.  Write  and  read  the  letter  in  lines  12-14  five  times. 
Read  it  each  time  after  writing  it.  KEY:  Answering  —  sample 
mower  such-as  —  superior  —  newest  —  I-hope  —  et-cetera. 


14 


c  ^     ^  or  C 

Hk,        hej,        hm,        hmp,        hi,        hw,        hr. 


Why  does-the  hag  hook  hemp  for  her  home  on-the  hill? 

141.  The  h  tick  is  really  the  hook  line  of  Hay.     It  is  called  Chet- 
oid  because  it  is  like  Chet.      It. is  always  written   down  like  Chct, 
never  like  P  or   T,  and  is  never  made  longer  than  one-fourth  of  a 
stroke. 

142.  The  tick  is  used  in  the  above  combinations  because  it  makes 
a  better  joining    and    is    easier  to  write  than    Hay.     Some  use 
Chetoid  before   S    and     Z,    P   and  B.      Always  use    Hay  before 
other  strokes.     See  line  6  of  Exercise  13. 

143.  Like  Iss,  the  h  tick  at  the  beginning  of  an  outline  is  read 
before  everything  else. 

144.  All  words  beginning   with   wh  should  be    written   as  pro- 
nounced hw,  for  the  h  sound  comes  flrst.     Thus,  why  and  ivhisk 
should  be  written  as  pronounced  hioi  and  hwisk. 

145.  Use  Hay-Ray  for  hr  whenever  the  rules  for  r  call  for  the  use 
of  Ray.     Use  Chetoid-Ar  for  hr  whenever  the  rules  for  r  call  for  the 
use  of  Ar.     Lines  7  and  8. 

146.  H  is  omitted  in  a  few  words  of  very  frequent  occurrence,  as 
hear,  hope,  happy.     Line  9. 

147.  Copy  the  shorthand  sentence  given  above  ten  times.     Read 
Exercise  14,  lines  1-11,  then  write  the  writing  exercise  carefully  that 
there  may  be  no  mistake  in  it,  and  that  you  may  not  have  to  write 
it   again.     Write    and    read  the  letter    in  lines  12-14  live  times. 
Read  it  each  time  after   writing  it.     KEY:  Answering  —  sample 
mower  such-as  —  superior  —  newest  —  I-hope  —  et-cetera. 


SHORTHAND    LESSONS. 


43 


EXERCISE  NO.  14.. 


14 


44  SHORTHAND    LESSONS. 

WRITING  EXERCISE. 

Hay,  hook,  honey,  harm,  hang,  hatch,  hag,  hedge,  hulls,  holly, 
hero,  heavy,  hid,  whole,  harrow,  hearty,  home,  head,  hack,  homeliest, 
hush,  hawk,  hem,  Harry,  hum,  why,  hollow,  heed,  ham,  hilly,  hoop, 
hearth,  hop,  hair,  hairy,  hoar,  hoary,  hug,  hinge,  whey,  her,  help, 
whoa,  huge,  hurry,  homily,  haughty,  Hague,  hemp,  havoc,  hump, 
hassock,  hammock,  hoarse,  whistle,  whig,  hussy,  humility,  Hindoo, 
halo,  whew,  whistler,  harangue,  husk,  heaviest,  whiskey,  wheeze, 
hackney,  hope,  hasten,  horizon,  hazardous,  headway,  happy,  un- 
healthy, here,  hereby,  height,  highway. 


LESSON   24. 
SEMICIRCLES  FOR  W  AND  Y. 

148.  When  w  is  the  first  sound  in  a  word,  it  is  generally  repre- 
sented by  a   small  semicircle    c   Weh  or  D    Wuh.     Well  is  used 
unless  Wuh  makes  a  sharper  angle  or  an  easier  joining.     Lines  1 
and  2. 

149.  When  y  is  the  first  sound  in  a  word,  use   u    Yeh  or    o  Yuh. 
Yuh  is  generally  used  if  it  makes  as  sharp  an  angle  as  Yeh.     Lines 

3and4.     \\11/A__VVU)    \JJ    ^ 

150.  Copy  the    examples  above  many  times.     Make  the  semi- 
circles as  small  as  they  can  be  written  distinctly,  and  very  close, 
more  like     horseshoes    than    semicircles,      If    made     too   open, 
they  may  be  mistaken  for  the  half  lengths  (    ~)     ^     /^    . 

161.  Iss  may  be  written   within  the  semicircle,  but  it  must  be 
made  thin  like  a  loop  so  that  it  will  go  inside  the  semicircle  easily. 


Wait  and  I  will  sweep  the  walk.  The  Yale  boys  have-a  yacht.    Mrs. 

1- 


^x... _.^r:_.  x v/»^ «...  x. 

Wing,  a  Swede,  does  our  weekly  washing.     The  youngest  is  yelling. 


SHORTHAND    LESSONS. 


45 


152.  Like     S,   the   strokes   Way  aiid  Yay  must  be  used  when  a 
word  begins   with  a  vowel  sound  before  w  or  y,  as  in  awake;  (2) 
when  a  word  ends  in  a  vowel  sound  after  w  or  y,  as  in  woe,  yea; 
(3)  when  two  necessary  vowels  come  between  w  or  y  and  another 
consonant,   as  in  Wyoming;  (4)  when  there  is  no  other  stroke  in 
the  same  syllable  by  which  to  place  the  vowel,  as  in  Swiss,  waylay, 
yeast,  etc.     Use  the  stroke  for  w  or  for  y  rather  than  for  s. 

153.  L,  m,   11,  and  r  have  their  own  w  which  joins  like  a  hook. 


In  Paro  14  the  pupil  begins  to  reoog- 

?£  wJrSS  by  their  *>»*>««*  outlines 

the  vowels o     He  also  begins  join- 
wora;*,  as  in  the  phrase  on  the,     With- 
:*^ll  ado  about  *Phrasing,*~thT~pupii  es, 
tablishes  the  habit  fro*  the  first , 

ihe  circle 9  introduced  in  such  a  way 
the  pupil  cannot  ftelp  srasp  its  si*~ 
nificance,  is  briefly  referred  to  in  Par 
5,  is  not  developed  fully  until  later* 


156.  Make  the  w  hoOK  as  smuu  aa  ijussiuie  TO  prevent  n,»  ucm& 
mistaken  for  a  large  hook  to  be  learned  by  and  by.     Make  the  hook 
line  perfectly  straight,  and  parallel  to  the  general  direction  of  the 
stroke.     If  it  curves  in,  it  may  be  mistaken  for  Iss. 

157.  Copy  each  line   of  examples  and  each  sentence  five  times ; 
then  write   them  five   times  from  memory.     Be  able  to  read  Exer- 
cise 15  quickly  as  well  as  correctly. 


44  SHORTHAND    LESSONS. 


sented  by  a  small  semicircle  c  Well  or  D  Wuh.  Weh  is  used 
unless  Wuh  makes  a  sharper  angle  or  an  easier  joining.  Lines  1 
and  2. 

149.  When  y  is  the  first  sound  in  a  word,  use   u    Yen  or    o  Yuh. 
Yuh  is  generally  used  if  it  makes  as  sharp  an  angle  as  Yeh.     Lines 

3an<H.    \\]i/A__V\U)   \JJ   »_ 

150.  Copy  the    examples  above  many  times.     Make  the  semi- 
circles as  small  as  they  can  be  written  distinctly,  and  very  close, 
more  like     horseshoes    than    semicircles.      If    made    too   open, 
they  may  be  mistaken  for  the  half  lengths  (    }     v^     y-v   « 

151.  Iss  may  be  written  within  the  semicircle,  but  it  must  be 
made  thin  like  a  loop  so  that  it  will  go  inside  the  semicircle  easily. 


Wait  and  I  will  sweep  the  walk.  The  Yale  boys  have-a  yacht.    Mrs. 


X  ______  V^-     ________  r-  X. 

Wing,  a  Swede,  does  our  weekly  washing.     The  youngest  is  yelling. 


SHORTHAND    LESSONS.  45 

152.  Like     S,   the   strokes   Way  and  Yay  must  be  used  when  a 
word  begins   with  a  vowel  sound  before  w  or  y,  as  in  awake;  (2) 
when  a  word  ends  in  a  vowel  sound  after  w  or  y,  as  in  woe,  yea; 
(3)  when  two  necessary  vowels  come  between  w  or  y  and  another 
consonant,   as  in  Wyoming;  (4)  when  there  is  no  other  stroke  in 
the  same  syllable  by  which  to  place  the  vowel,  as  in  Swiss,  waylay, 
yeast,  etc.     Use  the  stroke  for  w  or  for  y  rather  than  for  s. 

153.  L,  m,   u,  and  r  have  their  own  w  which  joins  like  a  hook. 


~* 


as  gw; 

at 


156.  Make  the  w  Book,  as  siuan  aa  possiuie"  iu  prevent  it»  ucmg 
mistaken  for  a  large  hook  to  be  learned  by  and  by.     Make  the  hook 
line  perfectly  straight,  and  parallel  to  the  general  direction  of  the 
stroke.     If  it  curves  in,  it  may  be  mistaken  for  Iss. 

157.  Copy  each  line  of  examples  and  each  sentence  live  times; 
then  write  them  five  times  from  memory.     Be  able  to  read  Exer- 
cise 15  quickly  as  well  as  correctly. 


44  SHORTHAND    LESSONS. 

WRITING  EXERCISE. 


made  thin  like  a  loop  so  tnau  n,  Y,^  &_ 


Wait  and  I  will  sweep  the  walk.  The  Yale  boys  have-a  yacht.    Mrs. 
------  1  ..... 


I  -     "  3  _    -—--  -----  ..  ......  -------  o—  -s- 

t  nx  ............  JZL.  x  ______  ^^  ........  r/L-at 

Wing,  a  Swede,  does  our  weekly  washing.     The  youngest  is  yelling. 


SHORTHAND    LESSONS.  45 

152.  Like     S,  the   strokes   Way  and  Yay  must  be  used  when  a 
word  begins  with  a  vowel  sound  before  w  or  y,  as  in  awake;  (2) 
when  a  word  ends  in  a  vowel  sound  after  w  or  y,  as  in  woe,  yea; 
(3)  when  two  necessary  vowels  come  between  w  or  y  and  another 
consonant,   as  in  Wyoming;  (4)  when  there  is  no  other  stroke  in 
the  same  syllable  by  which  to  place  the  vowel,  as  in  Swiss,  waylay, 
yeast,  etc.     Use  the  stroke  for  w  or  for  y  rather  than  for  s. 

153.  L,  m,   u,  and  r  have  their  own  w  which  joins  like  a  hook. 
Iss,  made  long  like  a  loop,  may  be  written  within  the  hook. 

Cl  CT~~N  <^_^  </  &  6 — ^  ^_X  QS 


Wei,        Wem,        Wen,        Wer,     Swel,     Swem,     Swen,     Swer. 
Whel,         Whem,     When,     Wher. 


"~r       \   -    -/'---*---*- x 

__t/ 6<I_.C s tf<_-.- J> 

Well,  why  not  wear  one?    Where-is  Edwin?    We  hear  him  whining.    She-is 


so  whimsical.    Whales  swim  on-the  swelling  waves.    It  is- a  warm  day. 


x 

Be(5S  ;ire  swarming.    We'll  walk  if  we're  on  time.    We'll  wait  a  while. 
We  will  we  are 

154.  While  Eay-M     is  never  used,  Wer-M    is  safe  because  the 
hook  prevents  its  being  mistaken  for  a  lengthened  Lay.     Notice  that 
in  several  words  beginning  with  wa,  a  has  the  sound  of  short  o. 

155.  The  shaded  half  lengths  Eld,  Med,  Ned,  and  Ard  are  NEVER 
USED   WITH    A    HOOK.    Be    careful  to    make  Weld,   Wemd, 
Wend,  and  Werd,  always  light. 


The  windward  side  of-the  ship.     Did-you  send  word  to  them? 

156.  Make  the  w  hook  as  small  as  possible  to  prevent  its  being 
mistaken  for  a  large  hook  to  be  learned  by  and  by.     Make  the  hook 
line  perfectly  straight,  and  parallel  to  the  general  direction  of  the 
stroke.     If  it  curves  in,  it  may  be  mistaken  for  Iss. 

157.  Copy  each  line   of  examples  and  each  sentence  five  times ; 
then  write  them  five  times  from  memory.     Be  able  to  read  Exer- 
cise 15  quickly  as  well  as  correctly. 


46 


SHOBTHAND    LESSONS. 
EXERCISE  NO.  26. 


^          ^  f 

:i    -1       \     VJi_£      / 

v\  N ?  '  *  ' 

3      .  i 
4~1 

,  / / J.....;..l 

6  ^X  "/\x 

7  i       '  ' 

8  ~V 

,  < i.  fj,     i 

10  r    r  !..fe 

11  X  f/\        C\  |  I      </          v 

12  <T  ;^        X         e^   ^ 


13 


"^ 


v<' 


SHORTHAND    LESSONS. 


47 


LESSON    25. 
W  AND  Y  SEMICIRCLES  CONTINUED. 

158.  Make  a  longhand  transcript  of  Exercise  15.  Write  the 
exercise  in  shorthand  from  your  longhand  transcript  without  help 
from  the  printed  page.  Then  compare  your  work  with  the  printed 
exercise  and  correct  all  errors.  Memorize  the  corrections;  then 
write  the  following :  — 

WRITING  EXERCISE. 

Weep,  wet,  wave,  woof,  watch,  wage,  widower,' wove,  weave, 
wash,  week,  wake.,  walk,  woke,  wig,  wag,  awake,  awoke,  yawn, 
young,  yoke,  wasp,  wing,  wedge,  wisp,  sweep,  wise,  ways,  yes, 
swap,  waylay,  Yankee,  wedge,  wink,  swing,  wizen,  swoop,  wane, 
wall,  swale,  war,  windy,  wide,  one,  warehouse,  work,  worthy, 
wealthy,  welfare,  wall,  well,  window,  Wednesday,  win,  wire,  wear, 
swear,  Edwin,  wore,  swore,  swill,  weal,  wiles,  worse,  wan,  ween, 
worst,  wheel,  while,  whim,  swallow,  swearer,  wolf,  whereunto, 
Wheeling,  whims,  warm,  swarm,  swarthy,  worm,  whale,  wheeze, 
whereby,  whirl,  whereat,  once,  whimsical,  somewhere,"  whereas, 
nowhere. 

LESSON     26. 


PI, 


STRAIGHT  DOUBLE  CONSONANTS. 

\   r    f        /  c-=- 

Bl,      Tl,       Dl,       Chi,       Jl,      Kl,      Gl,  play 


able 


Pr,      Br,      Tr,     Dr,       Chr,     Jr,      Kr,      Gr, 


.Left  hand  L  hook 

TL 


J-'L 


KJL< 


CHL 


pray 


Bight  hand  E  hook 

TR 


FRf 


KRC 


CUB 


48  SHORTHAND    LESSONS. 

159.  There  arc   two  small   initial  hooks   that  may  be  joined  to 
straight  strokes ;  the  I  hook   on  the  circle  side  of  a  straight  stroke 
and  the  r  hook  on  the  opposite  side.     The  hook  is  written  first  but 
read  last. 

160.  Hay  and  Kay  do  not  take  the  1  or  the  r  hook. 

161.  The  hook  and  the  stroke  may  be  said  to  be  married,  for  they 
represent  one  sound,  not  two  sounds.     Never  call  *s.     P-E1.     Never 
call  ^    P-Ar.     Always  call  the   double  consonants  by  their  names 
which  are  pronounced  the  same  as  the  last  syllables  of  appZe,  able, 
settle,  saddle,  Mitchell,  augel,  nckle,  angle,  and  upper,  sober,  center, 
sadcZer,  butcher,  lodger,  acre,  and  anger. 

162.  Make  the  hook  very  small  and  straight;  if  it  curves  or  if  it 
points  in,  it  may  be  mistaken  for  Iss  in  rapid  work.     Make  the 
hook  slowly  and  the  stroke  with  a  quick,  decided  motion,  so  that 
the  stroke  will  be  perfectly  straight. 

163.  Make   any  other  mistake    rather    than  put  a  hook  on  the 
wrong  side  of  a  stroke.     Placing  a  hook  or  a  circle  on  the  wrong 
side  of  a  stroke  is  the  worst  error  you    can  make  in  shorthand. 
Write  each  of  the  following  sentences  ten  or  twenty  times  without 
misplacing  a  single  hook :  — 


Please  close  your  Greek  class   promptly  at   one  o'clock.     Grace 


Brooks  drew  a-prize  for  her  embroidery.     The  crackers  are  dry  and- 


T;:  ^ 

\  - 


crisp.     Place  Uncle's  blue   glasses  on-the  table.     The  crab  apple 


_  x6 

~     V^N~ 

trees  are  in   bloom.     He-has    apricots,    plums,  and-grapes   in-his 

-~s  .-      /.  _  x  _  .      ~\ 

-\-- 

upper  orchard.     He  put  a  co'uple   of    nickels  and  coppers  ou-the 


SHORTHAND    LESSONS.  49 

x 
tray.     The    grocer    brought    bread,    pickles,  sugar,  and  pepper. 


Places  for  bright,  plucky  people  willing  to  work  hard  for  success. 

164.  The  1  or  the  r  hook  must  often  be  made  by  partly  retracing 
a  previous  stroke.     In  such  case,   the  hook,  though  clearly  indi- 
cated, is  apt  to  be  more  or  less  imperfect.     See  Exercise  16,  lines 
10  and  11. 

165.  Since  PI,  Pr,  etc.,  are  married,  they  must  not  be  divorced  or 

separated  by  a  vowel.     PI,  Pr,  etc.,  are  used  when  the  p  and  1  or 

the  p  and  r  come  together  loithout  any  intervening  vowel  sound,  or 
when  they  are  separated  only  by  an  obscure  vowel  sound  which  is 
not  necessary  to  the  reading  of  the  word  and  which  may  be  re- 
garded by  the  reporter  as  not  existing  in  the  word. 

But  when  the  two  consonants  are  separated  by  a  prominent  or  a 
necessary  vowel  sound,  the  stroke  and  not  the  hook  must  be  used 
for  1  or  r.  Examples : 


pour,   pile,   opal,   pickle,   collect,  culls,   jeer,   germ,   badger. 

166.  liead  and  transcribe  Exercise  16. 

LESSON     27. 
STRAIGHT    DOUBLE    CONSONANTS     CONTINUED. 

167.  Translate    your  -  longhand  transcript    of  Exercise  16  into 
shorthand  without  help  from  the  engraved  page.     If  you  are  care- 
ful, you  can  write  this  and  also  the  writing  exercise  below  with- 
out putting  a  single  hook  on  the  wrong  side  of  the  stroke.     Do  it. 
NEVER  ALLOW  YOURSELF  IX   THIS  OR    IN  ANY  FUTURE 
EXERCISE  TO  MISPLACE  A  HOOK.     The  first  paragraph  of  the 
writing  exercise  should"  be  written   several  times  until    it  can  be 


50 

2  ---t- 

3       ...... 


4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 


U 


\ 

1: 
\ 


-1 


SHORTHAND    LESSONS. 
EXERCISE  NO.  16. 

r)v  r\v  vp 

V     V      V- 


L 


\    \ 

-i    .r 
*    v 


u 


=7 


L_ 


/^s~N?          f         V 

f  •  V» 

'    <    X 

\  \ 

\  A 


V    L   ^ 


SHORTHAND    LESSONS.  51 

written  easily  as  well  as  correctly.     The  second  paragraph   of  the 
exercise  need  be  written  but  once  unless  it  contains  errors. 

WRITING   EXEIICISE. 

Ply,  play,  plow,  apple,  pray,  prow,  blow,  brew,  brow,  plea,  ply, 
Prue,  draw,  blew,  gray,  grow,  glee,  grew,  glue,  cloy,  crow,  crew, 
clue,  clew,  cry,  clay,  tree,  tray,  dry,  otter,  acre,  try,  eager,  able, 
Troy,  eagle,  drag,  drew,  utter,  upper,  Tupper,  keeper,  pauper,  bray, 
brace,  brake,  break,  broom,  trice,  plea,  pleas,  please,  plum,  prim, 
block,  brook,  trap,  trip,  drop,  drip,  claim,  crawl,  gloom,  crape, 
bloom,  glass,  pluck,  climb,  cries,  praise,  blame,  creep,  clap,  clack, 
gleam,  crimp,  plump,  group. 

See  Par.  165.  Peer,  pry,  pour,  dippers,  opal,  pile,  dream,  dire, 
places,  pulp,  clam,  culls,  crackle,  doll,  idle,  dressed,  bruised,  bars, 
cloth,  coils,  clime,  tare,  door,  adder,  blow,  bowls,  beetle,  globe, 
goal,  prig,  treadle,  creak,  black,  paddle,  bulk,  buckle,  brittle,  uncle, 
journey,  collect,  peddle,  purple,  purchases,  bluster,  bolster,  bulb, 
blubber,  reply,  repeal,  sugar,  shaker,  gory,  shackle,  voucher,  ledger, 
tower,  term,  couple,  pull,  coddle,  dull,  legal,  tiger,  bur. 


LESSON     28. 
WORDSINGS. 


That,  without,  wish,  shall,  issue,  who,  whose,  what,  would,  he,  should,  when. 
whom. 


3—  --.-—-  -----  (.-  . 

----------------  n..J....A  _________  =  - 

What-would    you   do  without  that  cloak?    I-shall-go  if-he  does.    Whose 


wheel  is  that?    We-wish  you    would  issue  the  paper    soon.    You-should 

o  ~~s-  "/  -|"x  ~ 
L  .......  L__. 


......  X...  ^—  _..6_  ......      ___________  X 

gratify  his  wishes.    He-should  work  jf-he-would  win.    What  will  he  do? 


52  SHORTHAND    LESSONS. 

168.  In  phrasing,  the  pronoun  /  is  generally  represented  by  one- 
half  of    the   wordsign  for  I,  either  Petoid  or  Retoid,  as  is  most 
convenient.     But  before   S  and  Z    the  full  form  for  I  must  be' used. 
If  desired,  the  full  form  may  be  used  in  a  few  other  cases. 

169.  When   alone,   he  may  be  indicated  by  Hay  or  by  the  tick^ 
Chetoid  1.     In  phrasing,  the  tick  is  more  convenient  and  is  perfectly 
safe,  provided  it  is  always  written  down  in  the  direction  of  diet. 

170.  The  ticks  will  not  clash  if  written  according  to  rule.     /  and 
he  generally  begin  a  phrase  and  are  followed  by  verbs;  the  ends  a 
phrase  and  is  followed  by  a  noun,  or  by  a  modifying  word  and  then 
a  noun.  Should  is  ALWAYS  WEITTEN  UP. 

171.  The  ticks  for  a,  an,  and,  the  and  he  always  take  the  position 
of  the  word  to  which  they  are  joined.     Lines  2  and  3. 

172.  To  distinguish  between  similar  phrases,  such  as  I-do  and 
I-had,  the  second  word  of  a  phrase  is  sometimes  put  in  position 
instead  of  the  first  word.     Line  4. 

173.  With  the  above  exceptions,  the  first  word   of  a  phrase  is 
always  written  in  its  usual  position  and  the  other  words  follow  with- 
out regard  to  their  position. 

174.  Write  the  shorthand  sentences  at  the  beginning  of  this  les- 
son until  you   can   write   them  correctly  and  easily.     Write  the 
writing  exercise  once  only.     Be  able  to  write  the  reading  exercise 
correctly  from  dictation.     Pay  especial  attention  to  the  first  four 
lines. 

KEY:  I-have,  I-thiuk,  I-said,  I-supposed,  I-may,  I-,will,  I-write, 
I-was,  I-ask,  I-hope-you-will-have,  he-was,  he-says,  he-said,  he- 
supposed,  he-may,  he-will,  he-asks,  he-will-do,  he-will-be,  who-has 
(whose),  who-will,  and-we,  ami-were,  with-a,  with-the,  were-a, 
were-the,  he-would,  he-is,  he-has,  he-vvas-going,,  he-should,  if-he- 
would,  that-he-would,  he-is-the,  I-do,  I-had,  we-do,  we-had.  I-wish, 
I-shall,  we-wish,  we-shall,  I-saw,  I-say,  we-shail-go,  —  some-one- 
else,  —  Milwaukee. 

WRITING   EXERCISE. 

We-were  with  him  all  day.  What-Avould  you  do  if-you  were 
wealthy?  Whose  boy  is  that,  and  why  is  he  here?  Are-you  with- 
out help?  Were  you  with  him  aud-what  was  he  saying?  I-sup- 
posed he-would-go  with  me,  but  lie-said  he-would  stay  with  you. 
I-thiuk  that-you  ought  to  see  to  your  health.  We-were  together 
one  whole  week  last  summer.  Will  you  wait  on  him  or  shall  I? 


SHOKTIIAKD    LESSONS. 


53 


V    (   f  \ 

\ 

? 


EXERCISE  NO.  1 7. 

—    r  A 


/I 


w 


S 


_+_  I  ..j i  J  2.  }  1.  -)  2. 


6  < 


X     V 


)   ,  r  i.,  .._ 


54  SHORTHAND    LKSSONS. 

Wheu  you  visit  him,  I-wish  you  would  ask  him  if-he-would  give-me 
one  of-his  books  on  science?  We-think-you-will-have  to  work  fast 
where  you-are.  You-must  be  still  while  your  mamma  is  asleep. 
He-said  he-would-go  nowhere  but  to-the  store.  Why  do-you 
whistle  in-the  house  when  you  know  we  dislike  to  hear-you? 
I-have  two  white  horses  that  I-wish  to  sell.  Do-you  think  that- 
you-are  necessary  to  his  welfare?  Would  you  buy-the  wheat  farm 
if-you  were  me?  No,  I  would  buy-a  swarm  of  bees.  They  say  he- 
is  as  wealthy  as  his  cousin.  We-shall  miss  you  while  you-are 
away.  We-think  that-he-has  seen  his  best  days  and  he-will  soon 
die,  leaving  all-his  money  to  his  sons.  We-will  go  together  to- 
the  lake  to-morrow.  Whose  books  are  these?  Who-has  my  books? 


LESSON     29. 
REVIEW  QUESTIONS. 

What  two  considerations  determine  whether  Kay  or  Ar  should  be 
used?  Par.  80. 

Give  the  vowel  rules  for  Ray  and  for  Ar.     Pars.  81-83. 

When  should  the  vowel  rules  be  disregarded,  and  why?  Pars, 
85-88. 

Give  the  angle  rules  and  the  examples  illustrating  these  rules. 
Pars.  89-91. 

Which  stroke  for  r  should  be  used  in  the  middle  of  an  outline? 
Par.  91. 

When  is  it  safe  to  halve  Ray  or  Hay?     Par.  93. 

Give  three  cases  when  halving  cannot  be  employed.     Pars.  94—96. 

Why  are  1,  m,  n,  and  r  sometimes  shaded  when  halved  for  d? 
Par.  97. 

Give  two  ways  of  writing  words  ending  in  ted  or  ded.  Par.  9!). 
(Syllables  similar  to  ted  or  ded  may  be  written  in  like  manner,  as 
^  hesitate,  |,  institute.) 

Give  the  three  positions  for  half  lengths.     Par.  100. 

When  is  Iss  read?     Par.  102. 

How  is  Iss  joined  to  a  curve?     Par.  103. 

How  is  Iss  written  when  alone?  When  joined  to  a  straight 
stroke?  Par.  104. 


SHORTHAND    LESSONS.  55 

When  Iss  comes  between  two  strokes,  how  is  it  written?  Par. 
107. 

What  sounds  are  indicated  by  Sez,  by  Steh,  and  by  Ster?  Pars. 
118-120. 

When  should  the  circle  and  when  should  the  stroke  be  used  for  s? 
Par.  129. 

Is  the  rule  for  z  the  same  as  for  s?    Par.  130. 

What  is  the  length  and  direction  of  the  h  tick?     Par.  141. 

Before  what  strokes  is  it  used?     Par.  142. 

How  is  hr  written?     Par.  145. 

In  what  words  is  h  omitted?     Par.  146. 

Name  the  semicircles  for  w  and  for  y  and  tell  when  each  should 
be  used?  Pars.  148-149. 

When  should  the  stroke  be  used  for  w  or  for  y?     Par.  152. 

Name  and  write  the  combinations  of  w  with  1,  m,  u;  and  r.  Par. 
153. 

What  is  said  of  Eld,  Med,  Ned,  and  Ard  in  Par.  155? 

What  is  said  of  the  size  and  shape  of  the  w  semicircle  and  of  the 
.w  hook  in  Pars.  150  and  156? 

Give  the  length  and  direction  of  the  ticks  for  the  and  state  which 
one  is  generally  used?  Par.  114. 

Which  tick  is  generally  used  for  a,  an,  or  and'}    Par.  116. 

How  is  /  represented  in  phrasing?     Par.  168. 

What  is  the  direction  of  the  tick  for  Ae?    Par.  169. 

What  is  the  direction  of  the  tick  for  should1} 

Read  your  shorthand  copy  of  the  writing  exercise  in  Lesson  28. 
Correct  all  the  errors  you  can  find  in  it;  then  rewrite  the  exer- 
cise for  the  teacher. 


56  SHOKTHAND    LESSONS. 


LESSON     30. 
SMALL    FINAL    HOOKS  ON  STRAIGHT   STROKES. 


JL 


TEN    J  [)    TEF     OK     TEV. 

175.  Two  small  hooks   may  be  added  to  the  end  of  a   straight 
stroke  ;  the  f  or  v  hook  on  the  circle  side,   and  the  n  hook  011  the 
opposite  side. 

\       V        I       t         t      I        —  -a       ** 
Pef,     Bef,     Tef,     Def,     Chef,     Jef,     Kef,     Gef,     Hef,     Eef. 

\>    J     J  /  ;  .-=_'.< 

Pen,    Ben,     Ten,     Den,     Chen,     Jen,      Ken,      Gen,     Hen,     Ren. 

176.  The  eh  in  the  above  names  represents  any  vowel  that  may 
come  between  the  stroke  and  its  hook.     Pen  with    a    change  of 
vowel,  may  represent  pan,  pin,  pun,  pen,  pine,  pawn  or  pain. 


-------     _-_.-,/  ^       .  -------  -^   .--  .-.p- 

t      _  6  ___________________________  ox    —  ±>  .......  ___  .......  -----  bx 

Dave  gave-the  chief  river  in  Spain.     Cover  the  hive  with-the  stuff. 


The  sudden  pain  sent  Henry  running  to-the  dentist.     David  Stone 


o  ---------  .>_  .....  ----  _   ----------  --,  x  .......  ..  ..........  .-....       x 

b  U 

has  gone  to-the  pine  woods  of  Michigan.    John  is  keen,  brave,  attentive 

177.  Ray  is  generally  used  after  the  f  or  v  hook  on  account  of  its 
better  joining.     Ex.        *C    cover. 


SHORTHAND    LESSONS. 
EXERCISE  NO.  18. 


57 


1 

XV                6       /       / 

2 

__ 

^            ___,           ^x5            /^            xf          ^xf 

3 

.jL 

IT     ..                              L~      or 

t 

4 

V 

I-       r^       _      .— 

8 

9 

10 

11 

12 

13  \ 

14  ' 


f 


\ 


V 


L  V 


58  SHORTHAND    LESSONS. 

178.  The  hook  must  always  be  used  for  f,  v,  or  n,  after  straight 
strokes,  except  in  the  following  cases: 

1.  When  a  word  ends  in  a  vowel  after  f,  v,  or  n;  as,  puffy,  gravy, 
pony. 

2.  When  two  necessary  vowels  precede  f,   v,   orn;  as,  Bowen, 
ruin. 

3.  After  a  hook  or  a  circle,  the  stroke   must  be  used  for  f,  v,  or 
n,  as  in  \_&_/  define,  C\2__^/  person. 

4.  In  the  middle  of  an  outline,  either  the  hook  or  the  stroke  may 
be  used  for  f,  v,   or  n,  as  is  most  convenient.     Lines   10-13.     A 
sharper  angle  can  often  be  secured  in  the  middle  of  a  word  by  the 
use  of  the  hook.     Thus,  I      is  not  as  good  an   outline  for  define 
as  I./,  because  the  absence  of  an  angle  makes  the  stroke  hard  to 
write  and  harder  still  to  read,  especially  if  written  rapidly. 

The  use  of  the  final  hook  always  means  there  is  no  vowel  after  the 
f,  v,  or  n.  The  use  of  the  stroke  generally  means  there  is  a  vowel 
after  the  /,  v,  or  n. 

180.  Make  a  longhand  transcript  of  Exercise  18.  Translate  the 
longhand  into  shorthand  without  help  from  the  printed  page. 
In  all  your  practice  do  not  allow  yourself  to  place  a  single  hook 
on  the  wrong  side  of  the  stroke.  Write  and  rewrite  each  line, 
especially  lines  8-14-,uutil  .you  find  it  easy  to  place  each  hook  where 
it  belongs.  Be  able  to  write  Exercise  18  correctly  from  dictation. 


LESSON     31. 

SMALL    FINAL    HOOKS    ON   STRAIGHT  STROKES 
CONTINUED. 

181.  You  can  write  the  whole  of  the  writing  exercise  the  first 
time  without  one  mistake  in  the  hooks.  Do  it.  Make  any  other 
error  rather  than  misplace  a  hook.  Eemember  the  worst  mistake 
you  can  make  in  shorthand  is  to  put  a  circle,  loop,  or  hook  on  the 
wrong  side  of  a  stroke.  Write  the  following  exercise  at  least  five 
times  without  misplacing  a  hook. 


SHORTHAND    LESSONS.  59 


WEITING   EXERCISE. 

Pave,  pain,  buff,  bun,  doff,  done,  dove,  pine,  cave,  chafe,  chain, 
run,  rough,  den,  huff,  dun,  tough,  bluff,  bean,  hewn,  hove,  chief, 
ten,  Jane,  achieve,  Jeff,  Dane,  hive,  join,  dive,  drive,  roof,  crane, 
gave,  grave,  keen,  clean,  cliff,  plain,  rove,  brown,  ran,  drain,  brief, 
"drawn,  brave,  reef,  rain,  grain,  skein,  hen,  heave,  spine,  bluff, 
blown,  prove*  (second  position),  half,  approve,  brine,  grown,  glean, 
cleave,  clever,  pan,  clover,  referee,  train,  drove,  ripen,  broken, 
blacken,  drown,  cleanly,  clinic,  brandy,  river,  Henry,  clover, 
plenty,  stone,  sudden,  mechanic,  provoke,  proverb,  divine,  dentists, 
Grover,  prefer,  prefix,  detain,  economical,  poverty,  proving. 

See  Par.  178.  Rain,  rainy,  John,  Johnny,  cough,  coffee,  Cain, 
Canua,  grave,  gravy,  serve,  survey,  pin,  piano,  bone,  bony,  huffy, 
pony,  chin,  China,  coin,  person,  canny,  reef,  review,  cone,  cony, 
cousin,  deaf,  defy,  dozen,  boon,  Bennie,  presence,  Defoe,  Davy, 
preserve,  deserve,  observe,  Dana,  paean,  ruin,  Hun,  honey,  Jane, 
Jennie,  beef,  bevy,  tin,  tiny,  cove,  covey,  penny,  Bowen. 


LESSON    32. 

ISS  COMBINED  WITH  SMALL  HOOKS  ON  STRAIGHT 
STROKES. 

If 
Str  Stl 

Tens  J  L  Tefs  or  Tevs. 

U  N,  \\\c\  \  \    ^    \    \ 

PI,  Spl,  Pef ,  Pcf s,  Pr,  Spr,  Sezpr,  Pen,  Pens,  Pensez,  Penst,  Penster. 

182.  S  is  prefixed  to  the  PI  series,  or  added  to  the  Pef  series  by 
writing  Iss,  made  long  and  thin,  within  the  I  and  the  f  hooks. 

Ex.  ,^_ sickle,  c — s>  gloves. 

183.  Except  in  the  middle  of  words,  Iss  or  Sez  may  be  prefixed 
to  the  Pr  series  by  writing  the  circle  in  place  of  the  r  hook,  making 
Iss  or  Sez  with  a  motion  like  that  cf  the  hands  of  a  clock. 

Ex.          seek,  seeker,  J      sister. 

*  Prove  is  put  in  the  second  position,  although  its  vowel  is  third  place,  to 
distinguish  it  from  approve  which  has  the  same  consonant  outline. 


60  SHORTHAND  LESSONS. 

184.  Except  in  the  middle  of  a  word,  Iss,  Sez,  Steh,  or  Ster,  may 
be  written  in  place  of  the  n  hook,  to  indicate  ns,  nsez.  nst,  or  nster. 


Glance,  glances,  danced,  spinster. 


He  doffs  his  cuffs  and  serves.     He  settled  for-the  saddle  when-he 


•  o  — 


brought-the     bicycle.       Prof.      Sickles    explained     his    exclusive 

-A- 


-Q .N .^      X * > 7^-  X     .      J. 

"~\ 

rights  as-an  explorer.    The  streets  are  sprinkled.    A  dense  growth  of 


pines,  spruces,  and  cedars.     Clarence  is  growing  sicker  and  sadder. 


Mrs.  Jones'  sister  thinks-the  chances  in  Kansas  are  against  punsters. 

185.  In  words  like  explained,  exclusive,  etc.,  Iss  must  be  made 
long  enough  to  show  the  1  hook  plainly.     See  Exercise  19,  line  2. 

186.  In  the  middle  of  words,  Iss  is  generally  written  within  the 
r  or  the  n  hooks;  but  in  a  few  words  like  disagreeable  and  jasper, 
the  circle  is  written  in  place  of  the  r  hook,  and  is  made  with  a 
motion  contrary  to  the  hands  of  a  clock.     See  lines  8  and  9. 


He  warns  them  not  to  ransack  the  barns.     He  strove  for-the  mastery. 


Jasper  talked  iu-a  discourteous,  discouraging,  and  disagreeable  way. 


SHORTHAND    LESSONS. 


61 


EXERCISE  NO.  19, 

v»  v 

^ 1 5r_      f         \ 

\s>  w 

F      > 
X       % 

vX  .  ^  'V 

A!  ) 

°\  -\i     °\.     ^ 

-f  i -/ - --"--  *-'- 

ij-  1^7  H  K  H 

v 

J:  — J        J 

...y,....^        X        >^' 

12   ..._N^ 

i^  ^X          I-         \  P  V 

16  .  —  -/$I?\          Ql  \_,        L,^     ...     xfrrrf-.        \ 

14        F       >*'-V       V»    A 


62  SHORTHAND    LESSONS. 

187.  A  hooked  stroke  may  be  halved  the  same  as  a  simple  stroke. 
Remember  that  the  t  or  d  indicated  by  halving  is  read  last  of  every- 
thing except  the  circles  or  loops.  In  naming  the  half  lengths,,  let 
eh  represent  any  vowel  that  may  intervene  between  the  stroke  and 
the  final  hook.  Thus,  S  Blent  with  a  change  of  vowel  becomes 
blind,  blunt,  blend,  or  bland;  %  Dreft  with  a  change  of  vowel 
becomes  drift  or  draft;  *\  Spret  with  a  change  of  vowel  becomes 
sprite,  spread,  or  sprout.  The  correct  naming  of  these  combina- 
tions is  a  great  aid  to  the  correct  writing  and  reading  of  short- 
hand. A  student  should  never  be  allowed  to  call  1  Splents,  for 
instance,  s-p-1-n-t-s,  but  should  give  it  its  one-syllabled  name, 
Splents,  a  name  suggestive  of  the  word  splints. 


.....  ------  "S    -*-  ••-%  -  "7 

He  spends  all  of  -his  money  for  plants.  He-sent-the  drafts.  She  stands 


close  to-him  and  attends  to  his  wants.  Gifts  blind-the  eyes  of  -the  wise. 

188.  Spend  two  minutes  in  copying  and  naming  the  line  of  con- 
sonants at  the  head  of  this  lesson.     The  triple  consonants  Spl,  Stl, 
etc.,  are  pronounced  like  the  last  syllables  of  gospel,  pistoJ,  etc. 
The  triple  consonants,  Spr,  Str,  etc.,  are  pronounced  like  the  last 
syllables  of  prosper  and  master.     Be  careful  to  make  the  hooks  very 
small,  the  same  as  if  there  were  no  Iss. 

189.  Write  the  sentences  in  this  lesson  until  you  can  write  them 
correctly  and  rapidly.     Read  and  transcribe  Exercise  19. 


LESSON     33. 

190.  Write  Exercise  19  in  shorthand  from  your  longhand  tran- 
script without  help  from  the  engraved  page.  Compare  and  correct 
as  directed  in  previous  lessons;  then  write  the  following  exercise  : 

WRITING  EXERCISE. 

Idle,  sidle,  supple,  sickle,  cycle,  dives,  paves,  drives,  braves, 
grieves,  pray,  spray,  screw,  strive,  adder,  sadder,  upper,  supper, 


SHORTHAND    LESSONS.  63 

seeker,  cider,  sober,  sicker,  canes,  chains,  pains,  buns,  gains,  duns, 
settle,  sable,  spleen,  saddle,  subtle,  straw,  strew,  droves,  graves, 
proves,  tones,  bones,  stones,  display,  explore,  explain,  spring, 
stroke,  stream,  sprinkle,  craves,  doffs,  coughs,  cuffs,  bluffs,  tunes, 
towns,  boons,  browns,  stray,  stripe,  strike,  scrawl,  scrape,  scribe, 
coins,  trains,  sprains,  strains,  brains,  gospel,  displease,  explosive, 
cleans,  pens,  restrains,  mourns,  turns,  scrip,  prosper,  extreme, 
descry,  disagree,  deserves,  observes,  roves,  hives,  disagreeable, 
sister,  tenses,  dances,  Kansas,  canst,  against,  chanced,  pounced, 
punster,  spinster,  chances,  prances,  pranced,  glanced,  glances, 
bounces,  bounced,  splash,  splurge,  enhance,  sponsor,  sisterly, 
cistern. 


LESSON     34. 
WORDSIGNS. 

T^j^-^r^^ 

Dr.,  dear,    during,    opportunity,    hope,    party,  ever,  however,  general -ly 

— -/  —  -y—  u    n . . — 

__/______/ /. /. u —      _ 

which,    much,    advantage,    large,    year,    yet,   beyond,    quite,  could,  good, 


important-cc,  improve-ment,   usual-ly,  common,    come,  can,  been,    upon, 

......  -~r- .^-.-.---.-. 


V  •- ' --  -N— - ^ l- 

nowever-thc  General  hopes  to-makc  important  improvements  during-the 

. .„_  \ V  ....  . ,    x x 

___x_j\  2. j^_ /...\ iL.i-/— 

year.    Are  such  opportunities  ever  common?    Which  party  is-thc  largest? 
Those  goods  have  boon  quite  dear.    How  much  can    you  improve  upon  it? 

;;:i  n/r;::^  zr..::^:z:LC:r;  XT 

Yet  it  is  as  large    as  usual.    Could   the  doctor  come?    It  is  beyond  us. 


SHORTHAND    LESSONS. 


EXERCISE  NO.  20. 


j. 


A  _7..rx\ 

/ 


—      /*-s       /       — P  ^— -     <=*. 

_ yt/_____  J    /~b  .....^  A.. 


3 
\ 


\ 

* 


/ 


.X     A 


X  >>    ) 


u.  /  !\  _...___i-__ 


12 


14 


C 


SHOUTHAND    LESSONS.  55 


TRANSLATION  OF  EXERCISE  20. 

DEAR-SIR:  We-have-made  some  quite  important  changes  and 
extensive  improvements  in-our  store  during-the  past  year.  With 
our  present  advantages,  we  can  handle  an  unusually  large  stock-of 
(stok-ov)  goods  with  ease  and  dispatch'.  We-have  been  to  con- 
siderable expense  to  please  our  patrons,  but  we  believe  we-shall-be 
compensated  by  larger  sales.  Hoping  that  we-may  soon  have-an 
opportunity  of  serving  you,  and-promising  that  all  of-your  pur- 
chases shall-be  attended  to  with  our  usual  promptness,  we-are, 
Yours-respectfully  (Resp.), 

How  much  is-the  doctor  worth?  The  parties  we-are  looking  for 
have  not  yet  come.  However  large  his  income  may-be,  you-can 
not  depend  upon  it.  These  changes  are  generally  made  during-the 
spring  months.  Beyond-the  clouds,  the  sun  is  still  bright.  How 
could-you  ever  have  been  so  extravagant?  The  common  people 
have  not  yet  been  consulted.  Each  year  brings  new  advantages, 
yet  much  precious  time  is  lost.  Have-you  seen  anything  which- 
would  surpass  it  in  elegance?  These  things  seldom  move  me  in 
any  degree.  Saturn  is-a  long  distance  beyond  Mars.  These-things 
are  too  large  to-be  of  any  use  to-you  or  to  me. 

191.  Study  Exercise  20  until  you  can  read  it  in  two  minutes.  Be 
able  to  write  both  exercises  in  correct  shorthand  without  hesitation. 
At  least  half  an  hour  of  class  time  should  be  spent  in  writing  these 
exercises  from  dictation  and  in  reading  the  shorthand  notes  each 
time  after  writing  them. 


WRITING  EXERCISE. 

I-hope-you-will  improve  your  opportunities  this  year.  His  sug- 
gestions are  usually  of  no  importance.  The  doctor  has  not  yet 
come.  How  much  are-you  worth?  It  is  beyond  my  power.  This 
ribbon  is  quite  good  but  it  is  too  dear.  Has-the  general  ever  been 
here?  We  could  not  do-the  work,  however,  during-the  summer. 
Can  you  depend  upon  them?  Which  one  of  these  large  parties 
will  sacrifice  anything  for-the  common  weal?  What  will  be-the 
advantage  of-this  improvement? 


66 


LESSON     35. 
SMALL  HOOKS  ON  CURVES. 

^  ^  c  c  </  «> 

Fl     VI     Thl     Thl     Shi     Zhl. 

192.  Shi'  and  Zhl  are  ALWAYS  WRITTEN  UP.     Make  the  hook 
line  close  to  the  main  line  and  straight;  if  it  curves  in,  it  will  look 
like  Iss. 

193.  The  names  of  the  double  consonants  given  above  are  found 
in  the  last  syllables  of  muffle,  oval,  'Ethel,  bushel  and  usual.     Copy 
and  name  the  line  of  double  consonants  three  times,  then  write  the 
following  sentences  five  times  : 


Ethel  brought  me  a  beautiful  oval  hand-glass.    They'll  get  bushels  of  nuts. 

They  will. 


Fr    Vr    Thr    Thr    Shr    Zhr    Mr    Nr    Wem    Wen 

194.  The  names  of  these  double  consonants  are  heard  in  the  last 
syllables  of  offer,  over,  author,  either,  usher,  pleasure,  roomer  and 
bamzer.     Read  and  write  the  following  many,  many  times: 

J^  C'.*S    <rs    C    )J>  J  ^  C   "\^J 

195.  Observe  that  Mr  and  Nr  differ  from  Wem  and  Wen  only  in 
being  shaded.     Fr,  Vr,  Thr,  etc.,  are  formed  by  turning  Fl,  VI,  etc., 
over  so  that  the  hook  is  on  the   other  side.     There  is  no  danger  of 
mistaking  them  for  Ar,  Way,  S,   and  Z,  because  the   latter  never 
take  the  r  hook. 

196.  When  the  hook  is  indicated  by  retracing  the  previous  stroke, 
as  in  line  10,  Exercise  21,  make  the  retracing  very  distinct,  so  that 
the  hook  will  be  plain. 


SHORTHAND    LESSONS.  67 

197.  Fl,  Fr,  etc.,  are  used  when  no  vowel,  or  only  an  obscure 
vowel,  comes  between  the  f  and  the  1  or  the  f  and  the  r;  but  when 
a  vowel  intervenes,  the  two  strokes  must  be  used.  Do  not  divorce 
married  consonants. 

c-x  <\ 


Offer  it  to  every-one  of-the  authors.     The  pressure  brought  upon-the 

—  r~  — -c-}" 


X 

framer  of-this  measure.    The  signers  are  either  dishonorable    or  ignorant. 
198.  Curves  take  the  final  u  hook,  but  not  the  f  or  v  hook. 

:r""T7::v:cr 


_________  x 

The  moon   shone  upon-the   face   of  -the  woman.     Tho  Atlantic   ocean.    A  manly  man. 

199.  Iss  is  never  written  in  place  of  any  hook  on  curves,  but  is 
always  written  within  the  hook. 


This  civilized  laud  has  no  thrones  for  its  men  and  women  of  renown. 


V 


Vines,  frowns,  and  woolens    are  all  nouns.     We-have  special    officials   to 


attend   to-thc  financial  state  of  our  Union.    All  remonstrance  is  in  vain. 

200.  Sez,  Steh,  and  Ster  cannot  be  combined  with  the  hook  on 
curves,  but  must  be  added  to  the  u  stroke  in  such  words  as  fences, 
convinced,  etc. 

201.  In  words  like  remonstrance,  minstrel,  etc.,   Iss  must   be 
lengthened  enough  to  make  both  the  n  and  the  r  hooks  distinct. 
Write  and  name  Fr,  Vr,  etc.  five  times,  then  write  the  shorthand 
sentences  in  the  lesson  twenty  times.     Be  able  to  read  Exercise  21 
rapidly  as  well  as  correctly. 


68 

1 

2 
3 
4 
5 
6 


SHORTHAND    LESSONS. 
EXERCISE  NO.  21. 


•c 


L. 


*" £ 

V  <! 

t 


<  ' 

xX 


y. 


10 


11 


12  ">)          (. 

13  v>    ^^ 


14 


V 


7 


t 


SHOKTHAND    LESSONS.  69 


LESSON     36. 

202.  Make  a  longhand  transcript  of  Exercise  21.  Write  the  same 
in  shorthand  from  your  transcript  as  directed  in  previous  lessons. 
Then  write  the  following  exercise :  — 

WRITING  EXERCISE. 

Fly,  ruffle,  offer,  weaver,  either,  gather,  harsher,  travel,  joiner, 
tanner,  Ethel,  armor,  bushel,  erasure,  measure,  plainer,  thrill, 
sooner,  free,  leisure,  frail,  miner,  throb,  tamer,  freak,  African, 
Bethel,  rumor,  fresh,  Abner,  friar,  palmer,  flsher,  fissure,  dimmer, 
freely,  rhymer,  saner,  Friday,  enamor,  frame,  Eleanor,  calmer, 
tenor,  banner,  donor,  civil,  thrill,  shrivel,  essential,  evils,  flip,  flap, 
flabby,  sinner,  effluvia,  flame,  signer,  phlegm,  finer,  oval,  flume, 
hovel,  flighty,  official,  fluid,  senor,  fleecy,  gavel,  flail,  cavil,  flier, 
fever,  fifer,  mover,  designer,  lawful,  shuffle,  dinner,  bevel,  swivel, 
youthful,  grammar,  initial,  trainer,  special,  especial,  shrew,  frog, 
vine,  flown,  mine,  none,  renown,  fine,  thin,  assign,  shun,  lines, 
loans,  mines,  nouns,  fines,  ovens,  iron,  vain,  nun,  feign,  shines, 
lean,  moon,  even,  thine,  shuns,  union,  refrains,  heaven,  shown, 
fans,  woolens,  women,  woman,  nine,  means,  remains,  thrones, 
shrines,  finish,  humanity,  vanish,  manly,  finance,  irons,  vines, 
ocean,  oceans,  lawns,  earn,  unions,  summons,  seven,  softens,  slain, 
earns,  sullen,  horn,  refines,  Romans,  refinery,  fancy,  infancy,  lin- 
ing, meaning,  frowning,  financial,  frenzy,  lonesome,  monstrous. 


LESSON     37. 
LENGTHENING. 

203.  Doubling  the  length  of  Ing  makes  it  inker  or  inger. 
Doubling  the  length  of  Emp  makes  it  emper  or  ember.  Doub- 
ling any  other  curve  adds  to  it  thr  (their,  there,  or  they  are), 
tr  (ture),  or  dr  (dear). 

The  tinker's  finger  is  broken.     The  temperance  house  will  open  in 


70  SHORTHAND    LESSONS. 


Decemoer.     Father  wrote  a-letter  to-the  leader  of-his  party.     An 


x 


interesting   paper   on  Modern  Defenders  of -the    Faith.    Softer    materials 


X ._ \ r    x 


for- the   handkerchiefs.    We-are   pleased   if-they-are    satisfied.    Are-there 

'X- 

-*~s 

X 

any  books  on  Finnish  literature  iu-their  library?     My-dear-friends. 

204.  The  first  half  of  a  lengthened  curve  is  put  in  position  re- 
gardless of  the  extra  length. 

205.  A  final  hook,  circle  or  loop  added  to  a  lengthened  curve  is 
read  after  the  added  syllable,  as  in  modern  and  interesting  given 
above. 

206.  Make  lengthened  curves  too  long  rather  than  too  short.     If 
too  short,  they  may  be  mistaken  for  single  lengths.     Practice  the 
shorthand  examples  here  given  until  you  can  write  them  rapidly  as 
well  as  correctly,  then  write  the  writing  exercise. 

WRITING   EXERCISE. 

Linger,  languor,  hunger,  tinker,  canker,  rancor,  anchor,  finger, 
thinker,  temper,  chamber,  lumber,  damper,  amber,  clinkers,  anger, 
temperament,  temporal,  temperature,  September,  mother,  sender, 
smother,  another,  render,  order,  orderly,  surrender,  tender,  voter, 
Easter,  oysters,  fighter,  fetter,  fatter,  lighter,  letters,  latter,  litera- 
ture, temperance,  literary,  Arthur,  defender,  adveuturej  motherly, 
wilder,  wilderness,  entered,  diameter,  cylinder,  thither,  lantern, 
entertain,  materials,  interest,  interested,  handkerchiefs. 


SHORTHAND    LESSONS.  71 

LESSON     38. 
WORDSIGNS. 


Pleasure,  their,  other,  feel,  full-y,  value,  whatever,  differ-ent,  till, 
there,  fill,  ce,  tell. 


until,  particular-ly,  part,  from,  remark,  more,  sure-ly,  assure,  matter. 

Mr. 

207.  Study  the  wordsigns  and  Exercise  22  until  you  know  them 
well.  Write  the  exercises  below.  Write  the  letter  five  times  from 
dictation. 

WRITING  EXERCISE. 

Whatever  their  remarks  may  have  been,  I  feel  sure  they  gave 
pleasure  to-tho  others  in-the  party.  Mr.  Walters  will  tell  me-the 
full  particulars  of-this  matter.  There  is  more  difference  than  you 
think.  Wait  till  you  hear  from  Esther.  He  assures  me  that  this 
part  is  quite  valuable. 

The  longer  they  linger,  the  harder  will-be  their  task.  Some  tell 
more,  others  less,  than  they  know.  Mr.  Senter  is  generally  quite 
willing  to  tell  all-the  particulars  of-his  wonderful  adventures. 
His  part  is  quite  different  from  mine,  but  he  could  play  either  with 
good  success.  Until  lately  whatever  you  have  done  has  been  done 
well.  Mr.  and  Mrs.  Luther  generally  go  to  Connecticut  the  latter 
part  of  September  if-the  weather  is  fine.  The  senate  chamber  is 
reserved  for  the  highest  legislators  of-the  land. 

TRANSLATION  OF  LETTER. 

My-dear-Sir:  Replying-to-your  valued  favor,  would-say  that-we 
feel  very-sorry  that-you  have  been  disappointed  in-the  matter  of- 


72 


SHOBTHAND    LESSONS. 


EXERCISE  NO.  22. 


V. 


c  r  o 


-f  s 


-c 


5..€+x..^  C  K  /I 

£?        V  C  C       ^  ^—  ^ 

6     Wx_...;..n  J  .  ......  .... 

7  i/  A  x\'  V  JL 

8  c\..^..:...:)...  /  L 

^.£i:^ir  L. 

10  ,  _!__;__.  1  <r**          „>__..  ......^... 

n  ^..^  (x  c..^..:.,  r..^x  ^  i^\  L 

12  /  p       <^      ^_^f    ^^  I  (T 

*•*  _____  b    n  v  ______    <f~^s  .__  .....  ..:  ____________  L     x^  ^s    x  _________ 


14 


SHORTHAND    LESSONS.  73 

the  shipment  of  flour.  We-are  sure  that-we  can  attend  to  your 
order  iu-a  few-days.  This  /delay  has  been  caused  by-the  closing 
of-the  mill  for  repairs.  We  usually  have-a  large  stock-of  flour  in- 
our  store  but  in-this-case  we-were  out.  We  trust  this  delay  will- 
do-you  no  injury,  and- that  we-may-have-a  continuance  of -your 
favors.  We  assure  you  that-we-shall-do  all  in-our  power  to  give- 
you-the  full  value  of-your  money  with  each  order.  Hoping  for-the 
pleasure  of  hearing-from-you-again  soon,  we  remain, 

Kespectfully-yours, 


LESSON  39. 
LARGE  HOOKS  AND  ISHUN  CURL. 


Tw/        dw,        kw,        gw,        Ir,        ml,        nl,        rl. 
qu 


Mother's  dwelling  has  burned  twice.  An  earthquake  shook  the  place. 


The  twins  are  squabbling  over-the  bequest  to-the  sister  of-the  deceased. 


The  Secular  News  says  Mr.  Campbell  is  superintending-the  railroad  tunnel. 

208.  The  names  of  the  hooked  consonants  above  are  Tway,  Dway, 
Kway,  Gway,  Ler,  Mel,  Nel,  and  Eel.     The  hooks  must  be  made 
very  large,  else  the  large  w  hook  will  look  like  the  1  hook,  and  Ler, 
Mel,  Nel,  and  Eel  will  resemble  Wei,  Wem,  Wen,  and  Wer. 

209.  A  vowel  never  comes  between  the  large  w  hook  and  its  stem ; 
but  Ler,  Mel,  Nel,  and  Eel  may  be  safely  used  in  long  outlines  even 
though  a  vowel  comes  between  the  hook  and  the  stem. 


71  SHORTHAND    LESSONS. 

210.  El  is  generally  used  after  Kway  and  Skway. 

y "*: "T x     I,      °  — - -y-^>-- 

/ -cs  —  -T-- LJ?  x : .V i    .  o/i x 

Their    actions     attract   attention.     That    edition     is     out-of    circulation. 


.....  L..../e,..^  x 

The  decision  of-the  physicians    caused  a  sensation    at-the    last    session. 


It  was-a  delightful  transition  from-an  operation  to  an   excursion. 

211.  A  large  final  hook  on  the  circle  side  of  any  stroke  adds  the 
sound  of  shun  or  zhun  to  the  stroke. 

212.  The  shun  hook  must  be  added  to  a  stroke.     When  the  sound 
of  shun  follows  Iss  or  the  ns  circle,  it  is  indicated  by  continuing  the 
line  of  the  circle  until  it  forms  a  curl  on  the  opposite   side  of  the 
stroke,   as   in.^"  decision,  I    condensation.     This  curl   is  called 
Ishun.     A  vowel,  1,  e,  or  a,* always  comes  between  the  s  and  the 
shun  when  Ishun  is  used.      I   is  indicated  by  a  light  dot  placed 
before  the  combined  circle  and  curl ;  e  or  a  is  denoted  by  a  light 
or  a  heavy  dot,  as  the  case  may  be,  placed  after  the  combined  circle 
and  curl.     Line  11. 

213.  Remember  that  when  the  hook  is  used  for  shun,  a  stroke  and 
not  a  circle  precedes  the  shun.     When  Ishun  is  used,  s,   expressed 
by  a  circle,  is  followed  by  the  sound  ishun  or  izhun,  eshuu  or  ezhun, 
ashun  or  azhun.     Line  12. 

214.  Iss  may  be  added  to  Ishuu. 

215.  Write  the  shorthand  sentences  five  or  ten  times.     Learn  to 
read  Exercise  23  quickly.      Make   a  longhand  transcript  of  the 
exercise. 


LESSON     40. 

216.  Translate  your  longhand  transcript  of  Exercise  23  into 
shorthand  without  help  from  the  engraved  page.  Compare  and 
correct  as  directed  in  previous  lesson.  Then  write  the  writing 
exercise. 


SHORTHAND    LESSONS. 


75 


EXERCISE  NO.  23. 


r 


2 
3 
4 
5 

6 

7 


£  rJL t 

_  ^ 


-v 


t 


9 

10 


15 


L 


13 


1 


v 


c/      c/ 


•/"TV 


76  SHOKTHAND    LESSONS. 


WRITING  EXERCISE. 

Twin,  quack,  quail,  quill,  squall,  channel,  tunnel,  peril,  panel, 
color,  carol,  cannel,  animal,  cooler,  learned,  final,  mammal,  collar, 
venal,  gallery,  penal,  nominal,  keeler,  enamel,  ferule,  quantity,  rail- 
road, action,  petition,  attractions,  session,  twins,  motion,  nation, 
fashions,  twain,  notion,  effusion,  auction,  passion,  edition,  proba- 
tion, decision,  position,  transition,  creation,  queen,  quince,  physician, 
quaint,  mission,  evasion,  disposition,  sensation,  twice,  queer,  ora- 
tions, revision,  stations,  section,  attention,  dispossession,  patience, 
oblation,  quibble,  twig,  secretion,  operation,  transitional,  sensa- 
tional, squib,  quack,  missionary,  squeal,  association. 


'LESSON  41. 

WORDSIGNS. 

^ 

A 


^ 


Remember-ed,    number,   appear,   principal,   practice,    bill,   build, 
Member,  principle,  built. 

principally,  p 

3C^S^^ 

able-to,  balance,  board,  tol'd,  toward,  entire,  practiced,  deal,  deliver-y. 


z 


equal-ly,     difficult-y,     near,    character,    correct,    danger,    larger. 
nor 


The  principal  members  of  -the  class  appearto-be  able-to  remember-the 


SHORTHAND    LESSONS.  77 


..._._  ::?* 

larger  numbers  correctly.     The  difficulty  nearly  equals-the  danger. 


He  practiced  toward  that  end.    An  entirely  honorable  practice.    I-am 

--------- 

- 


. 

f  -------------------- 

--V- 


told   the   dealer  \vould-not   deliver-the    shingles   nor-the   flooring. 


When  will  you  pay-the  balance  of-your  board  bill?    Character  building. 

217.  Practice  the   foregoing   shorthand   until   you  can   write  it 
from  dictation  without  hesitating.     Be  able  to  read  Exercise  24  cor- 
rectly in  two  minutes. 

LESSON  42. 

WORDSIGNS  CONTINUED. 

218.  Learn  to  write  Exercise  24  correctly   and  without  hesita- 
tion  from  dictation.     Then   write  the   writing  exercise   carefully 
and  read  it  from  your  notes.     HEAD  EVERYTHING  YOU  WRITE  IN 

SHORTHAND    AND   READ   IT  EACH  TIME  YOU  WRITE  IT. 

WRITING  EXERCISE. 

4* 

The  doctor's  practice  is  larger  during-the  winter  months.  1-am 
able-to  pay  the  balance  of-my  board  bill.  The  principal  difficult}7, 
I-am  told,  is-the  danger  of  contagion  where  large  numbers  con- 
gregate. It  gives  me  pleasure  to  assure  you  that-the  character  of 
each  member  of-the  board  is  beyond  reproach.  However  dear-the 
goods  may  be,  I-am-sure-the  values  as  billed  are  entirely  correct. 
Let  me  know  if  ever  he  deals  unfairly  with  you.  Neither  John  nor- 
his  sister  appear  to  feel  right  toAvard  their  father.  He-has  prac- 


78 


SHORTHAND    LESSONS. 


EXERCISE  NO.  24. 


C 


•    <\      > 
5  V  ...A 


8    L. -|-\ 


9 
10 


\ 


I     ) 


C     c 


\ 


/ 


j 


^     o      C^-      ^\       o 
/  ) 


v-- 


SHORTHAND    LESSONS.  79 

ticed  typewriting  a-long-time  and  I-feel  sure  that-he-will  till-the 
bill.  Your  sentiments  aud-your  delivery  are  equally  to-be  praised. 
Do-you  remember  delivering  the  full  number  of  packages?  Neither- 
the  doctor  nor-his  sister  live  near  their  father-aud  mother.  Are- 
the  due-bills  entirely  correct?  It-would  be  difficult  to  find  a-man  of 
sounder  principles  aud-larger  heart  than  Dr.  Jones.  He  appears 
to-be  principally  engaged  in  building  lumber  mills.  Can  you  bal- 
ance your  books?  He-is  equally  effective  in  argument  aud-in 
action.  He  assured  me  that-the  estate  was  valued  at  ten  thousand 
dollars.  He-has  been  dealing  largely  with-the  dangerous  classes. 
Heretofore,  we-have  been  highly  pleased  with  his  progress.  The 
supply  does  not  always  equal-the  quantity  needed.  Have-you  been 
able-to  balance  your  accounts*  this  mouth?  Is-that-the  entire 
amount*  of-your  bill?  "We-are  all  highly  pleased  with-your  annual 
report.  What  is-the  amount  of-the  due-bills?  While  we-were  in 
Rome,  we-were  engaged  partly  in  teaching  but  principally  in 
preaching.  He  appeared  to-be  much  excited  on  account  of  our 
presence.  We  send  you  two  copies  numbered  Nos.  308  and  309. 


LESSON  43. 
PREFIXES. 


The  Committee  recognizes   the  selfishness  that  commenced  the   unseemly 

I fO : 


controversy  and  the  magnanimity  that  ended  it.  Circumvented  and  enslaved. 

219.  Con,  conn,  com,  comm,  or  cog,  is  indicated  by  a  dot  placed 
just  before  the  beginning  of  a  stroke  and  in  a  line  with  it.  See  line 
1  of  Exercise  25.  But  in  the  middle  of  a  word,  these  syllables  are 
denoted  by  proximity ;  that  is,  by  writing  the  part  that  follows  con, 
etc.,  close  to  and  a  little  below  the  part  that  precedes  the  con,  etc. 
Line  2. 


*  NOTE.  —  Account   is  in  the  second  position  and  count  in  the  third; 
amount  is  in  the  second  and  mount  in  the  third  position. 


80  SHORTHAND    LESSONS. 

220.  Circum  or  self  is  denoted  by  a  detached  Iss.      In  very  fre- 
quent words  the  circle  may  be  joined.     Line  3. 

221.  Contra,  contri,  contra,  or  counter  is  expressed  by  a  slanting 
tick  placed  just  before  the  beginning  of  a  stroke.     Line  4. 

222.  En,   in,  or  un.     The  n  curl  as  shown  in  line  5,  is  used  for 
en,  in,  or  un,  whenever  the  stroke    N    cannot  be  conveniently  used 
before  the  circle.      This   occurs  when  the  circle  is  made  with  a 
motion  like  that  of  the  hands  of  a  clock  ;  as  in  the  Spr  series,  Slay, 
Sem,  Sar,  Sish,  etc. 

223.  Magna  or  magni  is  indicated  by  writing   M  over  the  center 
of  the  stroke  following  magna  or  magni.     Line  6. 

224.  Write  the  shorthand  examples  at  the  beginning  of  this  les- 
son ten  times  each.      Observe  that  position  is  used  to  indicate,  not 
the  vowel  in  the  prefix  for  that  is  known,  but  the  unknown  vowel 
in  the  remaining  portion  of  the  word. 

AFFIXES. 

225.  Use  B    for  ble,  bly,  and  in  long  outlines,  for  bility.     Line  7. 

226.  Write  F    for  fore;  use  either  f  stroke  or  hook  for  ful  and 
fully.     Line  8. 

227.  In  place  of  the  ing  dot,  write  Iss  for  ings,  a  light  slanting 
tick  for  ing-the,  and  a  heavy  slanting  tick  for  ingly.      Lines  9  and 
10.     Use  the  stroke  Ing  after  a  circle,  and  generally  after  a  hook. 

228.  Ility,  ality,  and  arity,  may  be  indicated  by  disjoining  the 
stroke  immediately  preceding  ility,  ality,  or  arity.     In  instrumen- 
tality, a  disjoined  ment  indicates  mentality. 

229.  Use  Iss  for  self,  Sez  for  selves,  and  Ish  for  ship.      These 
are  detached  only  when  it  is  not  convenient  to  join  them. 

230.  When  it  is  just  as  easy  to   write   a  word  in  full,  do   so. 
When  the  use  of  a  prefix  or  an  affix  would  make  the  outline  easier 
to  write  and  the  result  w7ould  be  legible,  use  the  prefix  or  the  affix. 
For  example  :  it-is  easier  to  write  beautiful  in  full,  Bet-Fl,  than  to 
use  the  affix  and  write  it   B-T-F     or  even  Bet-F. 

231.  A  wordsign  may  be  used  as  a  prefix  or  an  affix  provided  the 
resulting  outline  can  be  easily  read.     It  is  joined  when  it  makes  a 
good  angle;  otherwise  it  is  detached.     Line  14. 


The  diggings  are  profitable  ;  they-are  therefore  making-the  successful 


SHORTHAND    LESSONS.  81 


EXERCISE  NO    25. 

fjv 

1     _L:      1.       sS        -1-     -  ......    vW     V 


2 

3         Q\.  .      c\^    1     v     \    ov  •  n      r  /v. 


In  Par.  227  you  will  recognize  a 
ual>ie  expedient.  While  not  strictly  Pit 
,  it  will  not  conflict* 

^    1 


9 

N-   .        I 

0 

10 

^/      ..L... 

7      r 

11 

/7     V 

\     V 

12 

«^~fe 

/ 

..0. 


_^N 


<UJ> 
o 


6  r 

7   7  --i- *j 

c  v  .:> 


80  SHORTHAND    LESSONS. 

220.  Circum  or  self  is  denoted  by  a  detached  Iss.      In  very  fre- 
quent words  the  circle  may  be  joined.     Line  3. 

221.  Contra,  contri,  contro,  or  counter  is  expressed  by  a  slanting 
tick  placed  just  before  the  beginning  of  a  stroke.     Line  i. 

222.  En,   in,  or  un.     The  n  curl  as  shown  in  line  5,  is  used  for 
en,  in,  or  un,  whenever  the  stroke    N   cannot  be  conveniently  used 
before  the  circle.      This   occurs  when  the  circle  is  made  with  a 
motion  like  that  of  the  hands  of  a  clock ;  as  in  the  Spr  series.  Slay, 
Sem,  Sar,  Sish,  etc. 

223.  Magna  or  magni  is  indicated  by  writing   M  over  the  center 
of  the  stroke  following  inagna  or  magni.     Line  6. 

221.  Write  the  shorthand  examples  at  the  beginning  of  this  les- 


228.  Ility,  ality,  and  arity,  may  be  indicated  by  disjoining  the 
stroke  immediately  preceding  iUty,  ality,  or  arity.     In  instrumen- 
tality, a  disjoined  ment  indicates  mentality. 

229.  Use  Iss  for  self,  Sez  for  selves,  and  Ish  for  ship.      These 
are  detached  only  when  it  is  not  convenient  to  join  them. 

230.  When  it  is  just  as  easy  to   write   a  word  in  full,  do   so. 
When  the  use  of  a  prefix  or  an  affix  would  make  the  outline  easier 
to  write  and  the  result  would  be  legible,  use  the  prefix  or  the  affix. 
For  example:  if  is  easier  to  write  beautiful  in  full,  Bet-Fl,  than  to 
use  the  affix  and  write  it  B-T-F     or  even  Bet-F. 

231.  A  wordsign  may  be  used  as  a  prefix  or  an  affix  provided  the 
resulting  outline  can  be  easily  read.     It  is  joined  when  it  makes  a 
good  angle;  otherwise  it  is  detached.     Line  14. 


-/ - 

The  diggings  are  profitable ;  they-are  therefore  making-the  successful 


SHORTHAND    LESSONS.  81 

EXERCISE  NO    25. 
f  • 

i  „„!..,   k    vj>    _!- -o^    v 

2 


3     0<L    oV^  n  t~\  d_^    rX. 


y 


•<- 


v 

y       ._  /r 

to 


8 

v 

Q_^ 

t       9      ^ 

s,  ^...^.: 

9 

VV 

I 

:  4  1 

\Q_     ^                0  .     • 

10 

V, 

0 

1  „ 

\ 

11 
12 

\ 

-^~b 

\ 

'  —  b 

T.     §N    <_ 

6     r    6" 

'                   i 

r  p\   A 

13 

7 

^ 

o 

VT^      \ 

y  *\ 

14        U.  XV       V  /  \ 


82  SHORTHAND  LKS.SONS. 


owner  exceedingly  wealthy.     Through  your  instrumentality,  he-has 
..JS-"' — 6  -._-D  <C>\ 


achieved  popularity  for-himscK  and-  has  e-mierrud  honor  upon  all  those 


who  count  themselves  happy  in-  his  friendship.    Onward,  whosoever  will. 

232.  Write  the  foregoing  examples  ten  times.     Read  Exercise  25 
once  and  write  it  in  longhand. 


LESSON  44. 

PREFIXES  AND  AFFIXES   CONCLUDED. 

233.  Write  Exercise  25  in  careful  shorthand  from  your  longhand 
transcript  as  directed  in  previous  lessons.  Then  write  the  follow- 
ing exercise  and  read  it  from  your  notes :  — 

WRITING  EXERCISE. 

Contain,  contrive,  command,  decompose,  reconcile,  accompany, 
recognize,  countermine,  circumspect,  circumscribe,  selfish,  instruct, 
instrument,  enslave,  magnify,  conditions,  commutation,  giving-the, 
blushingly,  passmg-the,  doing-the,  confront,  counteract,  exceed- 
ingly, lovingly,  having-the,  magnificent,  conquest,  accommodate, 
inspiration,  self-esteem,  complain,  inscribe,  unseemly,  counterfeit, 
insolvent,  discontent,  recommend,  inscription,  recompense,  uucon- 
fined,  controversy,  inconvenient,  inconsiderable,  profitable,  painful, 
successful,  beautiful,  wherefore,  legibility,  sensibility,  instrument- 
ality, myself,  yourself,  hardship,  whenever,  admissible,  himself, 
herself,  kindly,  stability,  craving,  peculiarity,  ourselves,  friendship, 
susceptibility,  considering,  kinship,  yourself,  condensation,  insula- 
tion, unsalable,  insurmountable,  interestingly,  trustingly,  paying- 


SHORTHAND    LESSONS.  83 

the,  advertising-the,  valuing-the,  facing-the,  charmingly,  self- 
defense,  magnanimity,  conquest,  self-possessed,  insult,  tidings, 
compliment,  profitability,  concave,  congress,  commence,  buildings, 
commune,  countermarch,  magnetism,  commit,  onward,  forward, 
goodness,  forever,  although,  hitherto,  ourselves,  unceremoniously, 
watchful,  hopeful,  unselfish,  wherever,  self-made,  counterpart, 
magnanimously,  circumference,  insolvency,  circumnavigate,  com- 
municated, accomplish. 


LESSON  45. 

SPECIAL  VOCALIZATION. 

234.  In  words  of  frequent  occurrence,  Chay,  J,  K,  Gay,  and 
sometimes  Ish,  may  be  divorced;  that  is,  separated  by  a  prominent 
vowel  from  their  1  or  r  hooks.  If,  however,  a  final  vowel  follows 
the  1  or  the  r,  the  stroke  must  be  used  for  1  or  r;  as  in  chilly, 
carry.  This  rule  enables  the  students  to  write  from  principle  many 
words  usually  memorized  as  wordsigns. 


:V 


The  court  appointed-the  child's  guardian.    George  has  seven  shares. 

235.  A  reporter  seldom  vocalizes  these  words,  preferring  to 
write  a  longer  outline  to  taking  the  time  necessary  to  insert  a  vowel. 
If,  however,  vocalization  is  desired,  an  intervening  dot  vowel  may 
be  expressed  by  writing  a  circle  instead  of  a  dot  in  first,  second,  or 
third  place,  as  the  case  may  be.  Dash  vowels  and  diphthongs  are 
written  across  the  stroke  unless  prevented  by  the  presence  of  a 
circle,  loop,  or  hook;  in  such  case,  the  vowel  is  written  just  before 
or  just  after  the  stroke,  as  required. 


Charles    ordered-the    coal    for-the   college.      Figures   do-not   lie. 

236.  The  double  consonants  formed  from  these  five  strokes  can 
be  safely  used,  because  the  words  which  they  represent  are  so  few 


84  SHOBTHAND    LESSONS. 

that  the  context  of  the  sentence  will  easily  determine  which  word 
is  meant.  In  case  of  other  strokes,  a  divorce  is  sometimes  advisa- 
ble (1)  to  prevent  a  bad  joining,  (2)  to  shorten  an  outline  that  can 
be  easily  read  by  its  consonants  alone,  or  (3)  to  give  a  word  a  more 
distinctive,  legible  outline.  Thus,  Br-Lay  is  a  better  outline  for 
barrel  than  B-Iiel  because  the  latter  in  rapid  work  is  apt  to  resem- 
ble Be-Shl,  the  outline  for  bushel. 

SH  AND  L. 

237.  When  ^/  is  written   upward,  it  is  called  Shay.     Shay  may 
be  used  whenever  it  makes  a  better  joining  than  Ish;  as  after    F, 
V,    Lay,  or  a  hook  on  the  circle  side  of  a  stroke. 


-J 


The  fleshy  boy  polished  my  shoes.    He-is  deficient  in  social  qualities. 

238.  Always  use  upward  Lay  when  1  is  the  only  stroke  consonant 
in  the  word.  Lay  is  almost  always  used  for  I  except  in  the  fol- 
lowing cases: 

1.  After    N   and  Ing,  use  the   downward  El  for  the  sake  of  a 
sharper  angle. 

2.  Use  El  after  F,    V,    and  Ray  unless  a  vowel  follows  1. 

3.  When  1  at  the  beginning  of  an  outline  is  preceded  by  a  vowel 
and  followed  by  a  horizontal,  use  the  down  stroke  El. 

4.  El  may  be   used  whenever  Lay  would  make  a  bad  joining,  or 
whenever  it  is  necessary  to  indicate  that  a  word  begins  with  a 
vowel  before  1  or  ends  with  the  sound  of  1. 


Alone  on-the  Nile.     File  ends  iu-a  silent  vowel.     An  elegant  elm. 

239.  Do  not  simply  read  Exercise  2G.  Study  to  know  the  reason 
of  each  outline.  In  the  writing  exercise,  use  the  1  or  the  r  hook 
whenever  the  preceding  vowel  is  italicized,  as  well  as  in  the  cases 
cited  in  Par.  234. 


SHORTHAND    LESSONS. 


85 


EXERCISE  NO.  26. 


^-H> 

2  c^ 
3 
4 
5 
6 
7 


|c~- 


/ 
f 


I  A 

/  J     "' 

I  o1 

I     ~  1C •• 


•^  u 

f  vr  H 
^  "~^  --"-"-(/- 

V^  -----    ^-     ^^^ 

_-  o?  ^-^< 

-xr....<r— *^    /~5 


12...\       .   V \.S. 


14 


86  SHORTHAND    LESSONS. 

WRITING  EXERCISE. 

Use  Shay:  Fish,  vicious,  deficient,  proficient,  finish,  vanish, 
sugar,  shackle,  shells,  flash,  thrush,  thrash,  flush,  oflicial,  associa- 
tion, foundation  (found-a-Sheu),  polish,  abolish,  shiver,  shawls, 
financial. 

Use  Lay:  Ellen,  Allen,  alone,  align,  elbow,  elope,  allege,  alive, 
folly,  fellow,  valley,  'roily,  rally,  luminous,  like,  lung,  lump,  log, 
boiler. 

Use  El  :  Nail,  Nellie,  kingly,  fowl,  foul,  file,  vale,  vowel,  veal, 
vile,  roil,  royal,  rill,  elm,  elk,  alike,  unlike,  aluminum,  illuminate, 
illuminated,  Alleghany,  elegance,  Illinois,  fuel,  elasticity. 

A  sharp  bargain.  He  is  guilty  of  murder.  Will  you  guarantee 
these  scales  to  give  correct  weight?  He  fzlls  his  columns  with  spicy 
paragraphs.  The  school  house  is  quite  near  us.  Will  you  tele- 
graph for  another  carload  of  charcoal?  Charles  has  been  court- 
martialed.  George  is  paralyzed.  He  has  charge  of  the  galvanized 
iron  works. 

240.  Since   final   h  is  always  silent,   eh,  awe,  ugh,  and  similar 
words  may  be  indicated  by  writing  the  vowel  in  its  proper  position 
before  Hay. 

.......  .;T^--—  '.^~ 

Ah,  it  fills  me  with  awe. 

241.  Some  reporters  use  c  u     or    •<    in  place  of  a  dot  vowel  to 
indicate  its  union  with  w,  y,  or  a  following  unexpressed  vowel. 

In  like    manner,  D    n     or     >  may    be    used  with  a  dash  vowel, 
These  rare  cases  of  vocalization  are  exemplified  in  the  following  : 


... 


The    atheist,  Guy  Lewis,  is  in  snowy  Siberia.    The  payee  or-the  drawee. 


SHORTHAND    LESSONS.  87 


LESSON     46. 


Object-,  objection,  subject-,  subjection,  U.  S.,  govern-ed,  accord-, 
ed,  ed,  ment,    ing-ly, 


several,  hundred,    nature,   establish-ed,  immediate-,    impossi-ble, 
under,  ment,  ly,  bility, 


circumstances,      notwithstanding,       information,       nevertheless, 

'  <       \1 

gentlemen,  gentleman,  after,  future,  never,  before,  aware,  above, 

opinion,  somewhat,  over,  very,  whoever,  rather,  because,  spirit, 


influence,  first,  experience,  describe,  descriptive,  afford,  property. 

proper-ly. 

241.  The  first  syllable  of  a  word  is  often  used  in  longhand  as  an 
abbreviation;  as  Bap.  for  Baptist,  pub.  for  public,  publishing, 
or  publication.  In  like  manner,  in  shorthand  the  first  one  or  two 
syllables  are  sometimes  enough  to  suggest  the  whole  word.  Thus, 
gov.  may  be  used  for  govern,  governed,  or  government;  accord 
may  be  used  for  according  or  accordingly. 


/\ 

n/    \ 


We  shall  prob.  pub.  a  list  of  the  prop,  holders  whom  you  rep. 

Sometimes  the  last  syllable  of  a  word  is  indicated  as  well  as  the 
first,  to  make  the  word  plainer.  Thus,  /Xj  representative,  /\j 
representation.  This  principle  of  abbreviation  may  be  applied  by 
each  stenographer  to  his  special  line  of  business,  provided  he  con- 
fines it  to  words  in  every-day  use  and  to  words  that  can  be  correctly 
and  instantly  read  when  shortened.  Some  naturally  incline  to  con- 
tractions and  find  it  easy  to  write  and  read  an  abbreviated  style  that 
would  be  very  unsafe  for  others. 


SHORTHAND    LESSONS. 


We  happen  to  know  the  spirit  of  the  first  gentleman,  and  his 

-3s  ______  XL_—  So  __________  _vL_.vj  x...7\  _______  ^.  ______  "*_____ 

opinion  upon  subjects  of  this  nature.     Are  you  aware,  gentlemen, 


that  these  objects  demand  your  immediate  attention?     Nevertheless, 
....  .        _.  __  o.___.  ^  x_-.-:_-^_v_^,  j,  ..   -— 

-\-  -^- 

the  public  is  somewhat  interested  in  the  future  of  this  establish- 


ment.     Under  the  circumstances,  it  is  impossible  now  to  publish 

....  ._.,......          ....  SN_  _.  n      x 

:\         V>     x  -->--  -6 

Y"  vc 

our  objections.     What  is  the  profit  over  and  above  the  expense? 


Notwithstanding  the  influence  of  the  U.   S.  government,   several 


hundred  were  left  in  a  state  of  subjection.     Whoever  sins  must 

--CJ-         0>^-  ^-- £_o C . \^) 

suffer.    His  experience  probably  accords  with  ours.     The  informa. 

^-^v     \     \  V 

o._.      __X _V ^ s~* \.-_X /--. 


^\ 

\  _____  \---.X  _____  /  _________  I  _____  fJ  ______ 

\  Li 

tion  has  never  before  been  made  public.     He  was  very  attentive 
V  "V  —s~~.^-  —j  - 

\    V  .^.- 

both  before  and  after  the  meeting,  because  he  wished  our  influence. 


He  was  influenced  by  principle  rather  than  by  policy.  You  will  find 
..  _.  —  ^_D  -  —  ^^-'-  a-^—-  —-^  -  ^-"~i~/ 

<._S  ---------------------------------------------------  <y.  ______  -N  x-"—  - 

a  full  and  accurate  description  in  our  descriptive  circular.     Did  he 


describe  the  property  properly?     The  establishment  can  afford  it. 


SHORTHAND    LESSONS. 


89 


."EXERCISE  NO.  27. 


\  Y, 


Q^ 


3  *  y  /" 


\ 


/     n 


6    

o 

7... 


L.y_. 


r 


1  \. 


_  v  ^  v.i. 


11  U 


/" 


cf..?.. 


12 

13 
14 


1 


•-/ 


$ .  I.  <..^ 


90  SHORTHAND    LESSONS. 

LESSON     47. 
PHRASING. 

242.  Phrasing  is  one  of  the  most  valuable  expedients  for  obtain- 
ing  speed   in  shorthand  writing.     In  correct  phrasing,  the  words 
joined  without  lifting  the  pen  are  not  only  written  more  rapidly  but 
are  read  with   greater  ease  and  certainty  than  when  written  sep- 
arately. 

243.  Phrase  such  words  as  are  closely  connected  in  thought,  like 
the  following: 

1.  A  pronoun  and  its  verb.     Ex.  I  will  have,  you  can  do. 

2.  A  verb  and  its  object.     Ex.  Send  us,  give  me,  make  them. 

3.  A    modilier  and  the  word  modified.     Ex.  A  long  time,  very 
good,  your  letter. 

4.  A  preposition  and  the  words  following.     Ex.  In  the  city,  by 
return  mail. 

5.  Two  words  connected  by  a  conjunction.     Ex.  Two  or  three, 
more  and  more. 

244.  No  matter  how  closely  connected  in  thought  words  may  be, 
they   should  never  be  phrased  unless  the  joinings  are  good  and  the 
expression  is  one  of  very  frequent  occurrence.     Unusual  phrases, 
inconveniently  long  phrases,  and  phrases  with  awkward  joinings 
should  never  be  employed. 

245.  As  has  been  stated  in  previous  lessons,  a,  an,  and,  the,  and 
he,  always  take  the  position  of  the  word  to  which  they  are  joined. 

24G.  With  these  exceptions,  THE  FIRST  WORD  OF  A  PHRASE 
IS  ALMOST  ALWAYS  WRITTEN  IN  ITS  USUAL  POSITION, 
and  the  other  words  follow,  one  after  another,  without  regard  to 
position. 


I  can,  you  can,  we  will,  you  will,  by  that  time,  it  is  done. 

247.  In  rare  instances,  it  is  necessary  to  put  the  second  word  of 
a  phrase  in  position  instead  of  the  tirst  word,  in  order  to  make  the 
second  word  more  legible,  or  to  distinguish  between  conflicting 
phrases  that  would  otherwise  look  alike. 


SHORTHAND    LESSONS.  ',)  1 


I  do,  I  had;  iu  these,  iri  those,  in  each,  in  much,  I  understood. 


I  understand  he  will  have  to  pay  the  costs  in  each  case. 

248.  Remember  that  in  phrasing  he  is  always  represented  by  the 
down  tick  Chetoid,  while  /  is  represented  by  one-half  of  the  word- 
sign  for  I  —  by  the  down  tick  Petoid  before  an  up  stroke,  and  by  the 
up  tickRetoid  before  a  down  stroke.  You  maybe  represented  by 
Yeh  whenever  Yuh  will  not  make  a  good  joining.  Us  is  represe  nted 
bylss;  is  his,  as  is,  etc.,  by  Sez;  HO£  by  the  half  length  Net  or  else 


treating  the  subject  of  phrasing, 
ly  in  Lessons  47  and  48,  we  have 
to  establish  the  general  prinol- 
68  of  phrase  writing,  rather  than  to 
urnish  a  great  number  of  phrase  outlines 

be  memorized.  A  familiarity  with 
these  principles  will  enable  the  stenog- 
rapher to  intelligently  construct  suoh 
ahrasef  as  his  particular  line  of  work 

r«*«  *•*••  93,  94,  106,  106  and  112 
rurnish  a  libera*  number  of  phrases  for 

tA£     **£•.£•  o. 


I  did  not  see  him  before  he  left.     I  had  not  given  hi  m  t  he  bill. 

-\^-         vrt 


He  cannot  go  now.     I  am  sure  lie  will  not  be  pleased. 
249.  When  must  is  joined  to  a  following  word,  its  loop  is  changed 
into  a  circle. 


90  SHOBTHAND    LESSONS. 

LESSON     47. 
PHRASING. 

242.  Phrasing  is  one  of  the  most  valuable  expedients  for  obtain- 
ing speed  in  shorthand  writing^,  In  correct  phrasing,  the  words 
joined  without  lifting  the  pen  are  not  only  written  more  rapidly  but 
are  read  with  greater  ease  and  certainty  than  when  written  sep- 
ara  *~ 

5  J-  «s  are  closely  connected  in  thought,  like 

th 


7 . 

246.  With  ffiesc — 
IS  ALMOST  ALWAYS 
and  the  other  words  follow,  one  after  anotnei 
position. 


I  can,  you  can,  we  will,  you  will,  by  that  time,  it  is  done. 

247.  In  rare  instances,  it  is  necessary  to  put  the  second  word  of 
a  phrase  in  position  instead  of  the  first  word,  in  order  to  make  the 
second  word  more  legible,  or  to  distinguish  between  conflicting 
phrases  that  would  otherwise  look  alike. 


SHORTHAND    LESSONS.  <)  1 


I  do,  I  had;  iii  these,  in  those,  in  each,  in  much,  I  understood. 


X 


I  understand  he  will  have  to  pay  the  costs  in  each  case. 

248.  Remember  that  in  phrasing  he  is  always  represented  by  the 
down  tick  Chetoid,  while  I  is  represented  by  one-half  of  the  word- 
sign  for  I  —  by  the  down  tick  Petoid  before  an  up  stroke,  and  by  the 
up  tickRetoid  before  a  down  stroke.  You  maybe  represented  by 
Yeh  whenever  Yuh  will  not  make  a  good  joining.  Us  is  represe  nted 
by  Iss;  is  his,  as  is,  etc.,  by  Sez;  not  by  the  half  length  Net  or  else 
by  the  u  hook  and  halving. 

* 

SPEED  SENTENCES. 


I  think  he  will  be  glad  to  assist  you.     I  will  send  you  his  address. 


When  you  can,  let  us  hear  from  you.     Is  his  house   insured? 


i:zb^:::z^=_±: 

I  did  not  see  him  before  he  left.     I  had  not  given  hi  m  the  bill. 


He  cannot  go  now.     I  am  sure  he  will  not  be  pleased. 
249.  When  must  is  joined  to  a  following  word,  its  loop  is  changed 
into  a  circle. 


C)2  SHORTHAND    LESSONS. 

250.  Maybe  is  represented  in  phrasing  by  Emp;  have  been,  by 
Ven;  we,  with,  audwere,  by  the  w  semicircle  or  by  the  small  w 
hook. 

/""">=•.. Q_X..._x...        ._.„/— N_.       ._x ISo... 

\ 

He  must  go  as  soon  as  possible.     He  may  be  sick.     We  have  been 


With  him.     We  will  send  you  price  lists.     We  were  not  satisfied. 

wern't 

251.  Pay  especial  attention  to  position  when  writing  the  phrases 
in  this  lesson.     Be  able  to  write  the  examples  and  speed  sentences 
correctly  and  quickly  from  dictation ;  then  write  the  exercise  below. 

WRITING  EXERCISE. 

You  may,  you  can,  you  will,  you  may  try,  you  can  do,  you  may 
think,  you  will  do,  you  will  find,  you  will  try,  we  were,  we  will 
find,  we  will  try,  we  are,  we  are  found,  we  think,  we  think  that, 
we  think  you  may,  we  think  you  must,  we  think  you  will,  we  have 
seen,  they  were,  they  think  that,  they  thought  that,  it  was,  it  would 
be,  he  cannot,  he  will  not,  he  will  not  be,  he  must  do,  he  must  not, 
what  would  be,  what  was  done,  in  each,  in  which,  in  much,  they  said, 
and  with  that,  he  must  go,  he  must  be,  you  must  do,  you  must  not 
do,  you  must  not  have,  we  have  been,  I  have  been,  I  did  not,  I  did 
not  know,  I  had  not,  we  have  seen  you,  when  you  can,  by  the  way, 
as  good  as,  as  long  as,  as  soon  as  possible,  who  are,  they  sent  you, 
they  sent  us,  with  him,  we  are  glad,  we  are  sorry,  I  shall  not  be, 
I  must,  1  must  have. 

LESSON     48. 

MISCELLANEOUS  EXPEDIENTS. 

252.  A  large  hook  on  then-hook  side  of  a  straight  stroke  is  used 
by  the  writers  of  several  shorthand  systems  to  represent  thr,  tr  or 
dr. 


SHORTHAND    LESSONS. 


93 


EXERCISE  NO.  28. 


12 
13 


V 6^|      V bM  ^     ~tfl 


n n 

«J%  <->| 


-^  -^ 


SHORTHAND    LESSONS. 


EXERCISE  NO.  ~"J. 


i  .4.1. 


2  ^   d        5    5 

3         5' 


-VS^v-i 


<x? 


10 1  C 


_0 


14 


SHORTHAND    LESSONS. 


My  brother  married  the  director's  daughter.  Electors,  collectors  and 


executors.     The  quarterly  report  of  the  Agricultural  Department. 

253.  A  light  slanting  tick  is  used  by  some  of  our  expert  writers 
to  represent  the  syllable  ed  when  the  latter  cannot  be  conveniently 
represented  in  any  other  way,  or  when  it  is  desired  to   retain  the 
form  of  the  primitive  word. 

.--x-~.  ...^...  JX- 

Founded,  invented,  freighted,  started,  dreaded,  converted,  awaited. 

254.  To  may  be  indicated  by  writing  the   following   word  in  the 
fourth  position,  entirely  under  the  line,  half  a  stroke  below  the 
third  position.        M<  rri.av  bp.  imp.fl   for  tn  ino   i>n<-  .»^ 


P*r.  253.— Ths  ^Jd  tick  will  n*v«r 
conflict  with  tha*  try  it  in  writing 

mentioned. 


256.  As  a  rule,  the  outline  of  each  word  in  a  phrase  should  be 
distinct  and  unmistakable.  But  as  the  words  of  a  frequently  re- 
iterated expression  are  sometimes  run  together  when  speaking,  so 
in  writing,  the  words  of  an  every-day  phrase  may  be  run  together 
as  if  the  whole  were  a  single  word. 


The-other  day    As-there  seems  to  be.    At-hand.     We-are-in  receipt. 
Thuther.  Azther.  Atand.        Weern. 


SHORTHAND    LESSONS. 


EXERCISE  NO.  ->9. 


SHORTHAND    LESSONS.  96 


My  brother  married  the  director's  daughter.  Electors,  collectors  and 


x  _. 


executors.  The  quarterly  report  of  the  Agricultural  Department. 
253.  A  light  slanting  tick  is  used  by  some  of  our  expert  writers 
to  represent  the  syllable  eel  when  the  latter  cannot  be  conveniently 
represented  in  any  other  way,  or  when  it  is  desired  to  retain  the 
form  of  the  primitive  word. 


Founded,  invented,  freighted,  started,  dreaded,  converted,  awaited. 
254.  To  may  be  indicated  by  writing  the  following  word  in  the 
fourth  position,  entirely  under  the  line,  half  a  stroke  below  the 
third  position.  M*  may  be  used  for  to  me,  but  never  for  to  him. 
As  a  rule,  however,  it  is  the  second-position  or  more  common 
word  that  is  written  in  the  fourth  position. 


To  have,  to  take,  to  think,  to  Bay,  to  ask,  to  me,  to  do  or  to-day. 

255.  The  half  length  Est  is  sometimes  written  up,  as  in  /     \ 
elocutionist,  f  _  \   gravest. 

PHRASING   CONTINUED. 

256.  As  a  rule,  the  outline  of  each  word  in  a  phrase  should  be 
distinct  and  unmistakable.     But  as  the   words  of  a  frequently  re- 
iterated expression  are  sometimes  run  together  when  speaking,  so 
in  writing,  the  words  of  an  every-day  phrase  may  be  run  together 
as  if  the  whole  were  a  single  word. 


The-otherday    As-there  seems  to  be.    At-hand.     We-are-in  receipt. 
Thuther.  Azther.  Atand.         Weern. 


96 


SHORTHAND    LESSONS. 


257.  Thus  the  1  hook  may  be  used  in  phrasing  for  will  or  all; 
the  r  hook  for  are  or  our;  the  n  hook  for  than,  own,  or  one;  the  f 
or  v  hook  for  of  or  have,  and  the  n  curl  for  in.  Nr  is  used  to  ex- 
press in  followed  by  re,  as  in  the  phrases,  in  regard,  in  reply,  etc. 


V-- 
-\ 


_____  x -x__9     x 

Which-will  it  be?     This  is  better-than  that.     In  our  business. 
Which'll  better'n 

<-. 

/  U_,_:_N  x l\^_.  x nT^ — D    x \x 

Rate  of  freight.     It  will  have  to  be.     In  some  cases.     In  reply. 

258.  One  of  the  most  valuable  devices  in  phrasing  is"  the  repre- 
sentation of  their,  there,  they  are,  and  less  frequently,  dear  and  other. 
These  words  may  be  added  to  a  curve  by  doubling  the  length  of  the 
curve ;  they  may  be  added  to  a  straight  stroke  by  placing  a  large 
hook  on  the  «-hook  side  of  the  stroke ;  they  may  be  added  to  a 
hook,  circle,  loop,  or  half-length  curve  by  a  heavy  slanting  tick,  Betoid 
or  Jetoid. 


c, 

3 


I  think  there  will  be  time.    We  had  their  permission.    We  were  there. 


When-did  you  go  there?    Ask  them  if  they  are  ready.    They  were  not  there. 
Wend 

259.  Every  profession  has  its  technical  terms  and  peculiar 
phrases.  These  should  bo  written  in  full  until  the  writer  becomes 
familiar  with  them,  when  they  maybe  abbreviated  or  phrased  with 
safety  and  advantage,  a  Thus  the  sermon  reporter  may  write  Vo 
kingdom  of  Heaven,  \  children  of  Israel,  and  the  law  reporter 
may  use  such  phrases  as  \o  what  is  your  business,  and  c/j 
•where  do  you  reside,  e/^"  sworn  and  examined. 

2GO.     Occasionally    a   special   phrase  should  be  formed  for  a 
special  occasion,  as  when  a  longhand  difficult  combination  of  words 


SIIO11THAND    LESSONS.  97 

is  frequently  repeated.    Thus,     (C    maybe  used  for  "New  York 
Central  R.  R.  Co.,/~^~°  for  Lake  Shore  and  Michigan  South- 

ern R.  R.  Co.    The  phrase  should  be  written  in  full  in  the  margin 
of  the  notes  Dear  its  ilrot  insertion. 

261.  The  student  should  phrase  carefully,  using  at  present  only 
the    most    common  phrases    and  those  given   in    these    pages. 
Although  phrasing  adds  greatly  to  speed,  it  is  better  to  phrase  too 
little  than  to  phrase  wrongly. 

OMISSIONS,  CONTRACTIONS,  ETC. 

262.  An  unaccented  vowel,  an  obscure  consonant,  or  in  very  com- 
mon words  and  phrases,  even  a  syllable  or  a  word  may  be  omitted, 
especially  when  its  insertion  is  difficult  and  when  what  remains  is 
sufficient  to  make  the  reading  certain  and  easy.     W,  y}  h,  or  t  in 
syllables  ending  in  st,  are  the  consonants  most  frequently  omitted. 
The  adverb  termination  ly,  or  the  final  syllable  of  a  long  word,  is 
frequently  omitted.     Common  words  beginning  with  ex  are  often 
abbreviated  as  in  Express  Co.,  given  below. 


I  suppose  the  postmaster  comprehends  the  situation.  Express  Co. 
263.  In  frequent  expressions,  con  or  com  may  be  indicated  by 
writing  the  remainder  of  the  word  so  that  it  almost  or  quite 
touches  the  preceding  word.  Of  the  should  almost  always  be  indi- 
cated by  proximity.  Tnere  is  no  other  expedient  that  saves  so 
much  time  as  the  omission  of  of  the. 


---------------------  X  ----- 

Your  letter  (of  the)  2d  inst.  at  hand  and  (con)  tents  noted.   In  (con)  sequence. 


Gentlemen  of  the  jury,  in  compliance  with  your  wishes,  etc. 

2G4.  An  outline  that  contains  only  a  part  of  the  consonant 
sounds  in  a  word  is  called  a  contraction.  When  easily  read,  long- 
hand abbreviations  and  even,  slang  words  may  be  used  as  contrac- 
tions. 


98  SHORTHAND    LESSONS. 


Y 


Ex.  N.  Y.,  New  York;  steno.,  stenographer,  reg.,  regular; 

265.  A  few  contractions  may  be  formed  by  intersections,  as  fol- 
lows :  Agent  by  an  intersected  /    Ex.    \  /     Book  agent. 

Association  by  an  intersected  _J  Ex.  V^  Stenographic  As- 
sociation. 

Company  by  an  intersected  -          Ex.       //      Oil  Co. 

Department  by  an  intersected   |        Exl    cA"      War  Dept. 

Railroad  by  an  intersected  /  Ex.  \^  Pennsylvania  Rail- 
road. 

Society  by  an  intersected  j       Ex.  ''"^/Missionary  Soc. 

Superintendent  by  an  intersected  °\       Ex.     $\    Gen.  Supt. 

266.  As   a  rule,  omissions  and  contractions  should  be  used  only 
in  every-day  words  and  phrases. 

WRITING  EXERCISE. 

As  there  seems  to  be,  by  their,  at  their,  it  Is  not  there",  in  conse- 
quence, to  prove,  to  me,  to  him,  to  blame,  profits  of  the  business, 
settlement  of  the  estate,  expiration  of  the  policy,  members  of  the 
firm,  copy  of  the  advertisement  of  the  book,  proceedings  of  the 
court,  laws  of  the  United  States,  list  of  the  names  of  the  collectors, 
minutes  of  the  Secretary,  hardware  department. 

LESSON     49. 

RESUME  OF  APPENDAGES. 

f  i  p  t  f  i  b  i  r  P  1 1  i  i  1 

JJdJdl       IblJjlJPIl 

267.  All  of  the  appendages  that  can  be  joined  to  a  straight  stroke 
are  given  above,  with  T    as  a  sample  stroke.     The  stroke  Lay  is 
given  below  with  the  appendages  that  may  be  added  to  a  curve. 

c  r  £  /*  <r  f 


r     r     r    r 

268.  Give  the  names  of  these  signs  as  far  as  you  can  without 
referring  to  the  key.  In  the  key,  the  stroke  phonographs  are  cap- 
italized and  the  appendages  are  written  in  small  letters. 


SHORTHAND    LESSONS.  99 

Key:  iss-T,  Tecs,  sez-T,  Teesez,  steh-T,  Teest,  Teester,  weh- 
T,  Tl,  sTl,  Tr,  sTr,  sezTr,  Tef,  Tefs,  Ten,  Tens,  Tensez,  Tenst, 
Teuster,  Tet,  Tets,  Teft,  Tefts,  Tent,  Tents,  Teeshun,  Teether, 
Tway,  Teesishun,  Teusishuu. 

sLay,  Lays,  sez-Lay,  Laysez,  steh-Lay,  Layst,  Layster,  weL,  Ler, 
Len,  Lens,  Let,  Lets,  Lent,  Lents,  Layshun,  Layther,  Laysishun. 

GENERAL  RULES. 

209.  When  writing  new  matter,  use  the  briefer  signs  —  circles, 
semicircles,  loops,  and  hooks,  unless  there  is  a  reason  for  not  using 
them.  Write  a  long  •word,  one  syllable  at  a  time,  disregard- 
ing the  less  important  vowels,  and  dividing  the  word  according  to 
convenience,  without  reference  to  the  usual  method.  Thus  canta- 
loupe should  be  divided  into  two  syallables,  cant-loupe,  and  written 
Kent-Lay-Pe.  The  live-syllabled  word  documentary  is  changed  into 
the  three-syllabled  dok-ment-ry.  In  this  way,  a  long  word  becomes 
nothing  more  than  two  or  three  short  words  joined  together. 
Omit  obscure  consonant  sounds,  especially  when  it  would  be  diffi- 
cult to  insert  them;  write  the  prominent  consonant  sounds  plainly; 
and,  if  necessary,  insert  a  vowel  to  make  the  word  easily  read. 

270.  PllOl'KU     NAMES     SHOULD     ALMOST    ALWAYS     BE     VOCALIZED 

when  written  in  shorthand. 

271.  As  far  as  practicable,  the  form  of  a  primitive  word  should  be 

retained  in  its  derivatives.     Thus:         o 

.          ...      .-^.         -_^> ...\^....  _| 

Found,      founder,     foundry,    foundation,     continue,     continued. 

272.  A  derivative  is  written  unlike  its  primitive  when  necessary 
to  secure  a  good  joining  or  to  distinguish  between  words  contain. 
ing  the  same  consonant  sounds.     Thus : 

/  J  s^x  ";\> V" 

Be¥/"~~see3""assrgn,     "assignor,    approve,    approval. 

273.  Words  differing  in  meaning,  but  containing  the  same  con- 
sonant sounds  may  be  distinguished, 

1.  By  an  arbitrary  or  a  natural  difference  in  their  outlines ;  as 
f/  gentlemen,      ^      agent. 

2.  By  a  difference  in  position;  aa  ^_  ~  migrate, /^-^r^  emigrate. 
8.  By  vocalizing  one  of  the  words;  as<j~ssome,(5i-xsame. 

274.  Inorder  to  distinguish  a  negative  from  a  positive  word,  as 
-/rTTXTry.^  immoral  from    __<i7^i__    moral,  it  is  sometimes  best  to 
represent  a  double  letter  by  two  strokes  instead  of  one. 


100 


SHORTHAND    LESSONS. 


275.  In  rare  instances,  the  pen  may  be  lifted  in  the  middle  of  an 
outline  where  the  joining  is  awkward  or  impossible.  In  bad-ness, 
re-written,  and  appoiut-inent,  the  hyphens  indicate  where  the  pen 
should  be  lifted. 

NUMBERS. 

276.  When  alone,  CL_X  one  and         six  should  always  be  written 
in  shorthand. 

277.  It  is  better  to  write  the  following  also  in  shorthand: 

n  r    f      i     p 
x    '  N\  J     ? 

2,      3,      4,      5^-  10,      12,      first,  second,  third,  sixth,  tenth. 

278.  Numbers  consisting  of  two  or  more  figures  are  written 
entirely  in  figures,  with  two  exceptions : 

1.  When  a  number  ends  in  two  ciphers,  the  wordsign  for  hun- 
dred should  be  used  in  place  of  the  ciphers.  In  like  manner, 
thousand  is  used  for  three  ciphers  and  million  for  six  ciphers. 

v,       7..L.     M 


200,         7,000,         2,300,          100,000,  9,000,000. 

Twenty,  thirty,  etc.,  may  be  written  as  follows: 

'  ' 


PUNCTUATION. 

279.  An  inch  space  may  be  used  for  a  long  pause,  such  as  a 
period  or  a  semicolon,  and  half  an  inch  space  for  a  shorter  pause. 
Or,  x  or  /  may  be  used  for  a  period  and    )c  _  for  a  question  mark. 
A  waving  line  under  a  single  word  or  a  straight  line  under  two  or 
more  words  indicates  that  they  are  to  be  underscored  or  italicised. 
Two  parallel  horizontal  lines  under  a  word  indicate  capitals.    A 
hyphen  is  denoted  by   #  .     Other  marks  are  as  follows  : 

B/  \       u    ">">         1?  i? 

<>^        i     T 

Dash,        parenthesis,  quotation  marks,  laughter,  applause. 

280.  While  in  engraved  phonography  it  is  advisable  to  save  room 
by  using  a  cross  or  the  double  length  Chay  for  the  period,  it  is 
much  better  in  ordinary  reporting  to  use  spaces  for  periods,  com- 
mas, etc.     Leave  a  long  space  whenever  the  speaker  makes  a  long 
pause,  and  a  short  space  whenever  he  makes  a  short  pause  ;  then 
you  will  find  your  notes  easy  to  read  and  the  transcript  easy  to 
punctuate.     Each  separate  statement  will  stand  out   clearly,  and 
the  sense  of  the  passage  can  be  easily  grasped.     If  a  page  were 
printed  without  capitals  or  punctuation  marks,  it  would  take  some 
time  to  read  it  understandingly;  and  occasionally  it  would  be  im- 
possible to  tell  which  of  two  meanings  were  intended.     Shorthand 
without  punctuation  is  like  such  a  page,  difficult  or  impossible  to 


SHORTHAND    LESSONS.  0 

read  intelligently.  Shorthand  with  all  the  pauses  indicated  by 
spaces  of  different  lengths,  is  like  that  page  with  periods,  commas, 
and  semicolons  properly  inserted,  rendering  the  meaning  clear 
and  unmistakable. 

281.  CONCLUSION.  —  All    the    principles  of    phonography   have 
been  presented  to  the  student.     He  should  now  take  two  or  three 
hundred  words  at  a  time  of  the  following  shorthand  pages,  reading 
and  writing  each  lesson  until  the  shorthand  is  as  plain  as  print,  and 
until  it  can  be  written  correctly  from  dictation.     Then  he  should 
write  the  lesson  several  times  from  dictation,  reading  his  notes 
each  time  that  he  writes  them,  and  gradually  increasing  his  speed 
as  he  can  without  lessening  the  accuracy  of  his  notes. 

The  student  will  find  that  an  occasional  word  may  be  written  in 
more  than  one  way,  and  that  authorities  differ  as  to  which  is  the 
best  method  of  writing  the  word.  Thus  private  may  be  written 
Pr-Vet  or  Pref-Te.  November  may  be  written  in  full  En-Ve-Ember 
or  it  may  be  abbreviated  Eu-Ve.  Some  write  more  rapidly  with 
fuller  outlines,  while  others  naturally  adopt  contractions.  The  stu- 
dent should  select  and  invariably  use  that  outline  which  is  easiest, 
most  natural  to  him,  most  in  accordance  with  his  habit  of  thought. 
As  a  rule,  however,  there  is  only  one  right  way  of  writing  any 
given  word,  though  there  may  be  several  possible  outlines  repre- 
senting the  same  consonants.  There  are  ten  ways  in  which  s-t-r 
may  be  expressed  in  shorthand,  and  yet  such  is  the  influence  of  the 
vowels  in  determining  the  proper  outline  of  any  word,  that  of  these 
ten  outlines,  hardly  any  one  of  them  can  be  correctly  used  to  repre- 
sent more  than  one  word.  Let  the  student  write  a  different  out- 
line for  each  of  the  following  words  containing  the  consonants 
s-t-r,  and  let  him  give  a  reason  for  the  selection  of  each  outline: 
Store,  story,  satire,  (et)  cetera,  estuary,  (h)istory,  astray,  astir, 
and  oyster. 

282.  The  phrasing,  contractions,  outlines  of  conflicting  words, 
the  final  wordsigu  exercise,  and  the  review  questions  may  be  taken 
little  by  little  in  connection  with  dictation  lessons.     The  court  tes- 
timony should  not  be  taken  up  until  the  student  can  write  business 
letters    with    considerable    facility.      Our   "  Business    Letters    in 
Shorthand"    and    "Typewriting    Instructor"    contain    excellent 
dictation  matter,  and  should  follow  the  business  letters  in  this 
book. 


102  SHOliTUAND    LESSONS. 


REVIEW  QUESTIONS. 

On  which  side  of  a  straight  stroke  is  the  1  hook  written?  The  r 
hook?  The  f  or  v  hook?  The  n  hook? 

Write  and  name  the  PI  series  of  double  consonants,  both  straight 
and  curved. 

Write  and  name  the  Pr  series  of  double  consonants,  both  straight 
and  curved. 

When  should  the  hook,  and  when  should  the  stroke  be  used  for  1 
or  for  r?  How  are  Mr  and  Nr  distinguished  from  Wem  and  Wen? 

What  two  curved  double  consonants  are  Avritten  up? 

What  consonant  phonographs  take  the  u  hook? 

What  phonographs  take  the  f  or  v  hook?     Par.  198. 

Write  and  name  the  double  consonants  of  the  Pef  series. 

How  is  Iss  combined  with  the  1  hook?     With  the  f  or  v  hook? 

How  are  words  like  explained  and  exclusive  written? 

What  may  be  written  in  place  of  the  n  hook  on  straight  strokes? 

When  must  Iss  be  written  icithin  the  n  hook?    Pars.  18G  and  1'J'J. 

What  may  be  written  in  place  of  the  r  hook? 

When  must  Iss  be  written  within  the  r  hook? 

How  are  words  like  disagreeable  and  jasper  written? 

What  is  the  effect  of  doubling  the  length  of  lug?  Of  Emp?  Of 
any  other  curve? 

Which  half  of  a  lengthened  curve  is  put  in  position? 

Is  a  final  hook  read  before  or  after  the  thr,  tr,  or  dr? 

Write  Tway,  Dway,  Kway,  and  Gway. 

How  do  Ler,  Mel,  Nel,  and  Rel  differ  from  Wei,  Wem,  Wen,  and 
Wer? 

On  which  side  of  a  stroke  is  the  Shun  hook  written? 

What  vowels  are  placed  by  the  Ishun  curl,  and  on  which  side  is 
each  written? 

When  should  the  Ishun  curl,  and  when  should  the  Shun  hook  be 
used? 

How  are  con,  com,  cog,  etc.  indicated  at  the  beginning  of  a  word? 

How  are  they  indicated  in  the  middle  of  a  word? 

What  prefixes  are  indicated  by  Iss?     By  Em?     By  a  slanting  tick? 

When  should  the  n  curl  take  the  place  of  the  u  stroke? 


SHORTHAND    LESSONS.  103 

What  affixes  are  deuoted  by  Be?  By  Ef?  By  the  f  hook  or 
stroke?  By  Sez?  By  Ish? 

How  are  ings,  ing-the,  and  ingly  written?  When  should  the 
stroke  Ing  be  used  instead  of  the  ing  dot? 

How  are  ility,  ality,  arity,  etc.,  written? 

When  should  a  prefix  or  affix  be  used,  and  when  should  a  word 
be  written  in  full? 

What  consonants  may  be  divorced  from  their  1  or  r  hooks? 

How  is  an  intervening  dot  vowel  expressed?  An  intervening 
dash  vowel? 

Write  the  following :  Ah,  it  fills  me  with  awe ;  The  atheist,  Guy 
Lewis,  is  in  snowy  Siberia;  The  payee  and  the  drawee. 

When  should  Shay  be  used  instead  of  Ish? 

When  should  Lay,  and  when  should  El  be  used? 

What  classes  of  words  may  be  phrased? 

Which  word  in  a  phrase  is  put  in  position? 

How  are  the  following  represented  in  phrasing :  /,  he,  us,  is  his, 
as  is,  may  be,  have  been,  not,  we,  icith,  were1? 

What  words  may  be  indicated  by  lengthening  a  curve? 

How  may  these  words  be  added  to  a  straight  stroke? 

When  should  they  be  expressed  by  Betoid  or  Jetoid? 

What  words  may  be  indicated  by  the  1  hook,  the  r  hook,  the  n 
hook, the  f  or  v  hook? 

How  may  to  be  indicated? 

How  are  con  and  of  the  sometimes  indicated? 

What  consonants  are  most  frequently  omitted?  What  other 
sounds  and  syllables  are  sometimes  omitted,  and  when? 

If  two  words  contain  the  same  consonant  sounds,  how  can  they 
be  distinguished? 

How  should  long  words  be  written? 

Can  a  word  be  correctly  written  in  more  than  one  way? 

Attach  all  of  the  appendages  that  a  stroke  may  take  to  the  stem 
Te,  and  name  the  resulting  combinations. 

Attach  all  of  the  appendages  that  a  curve  may  take  to  the  stem 
Lay,  and  name  the  resulting  combinations. 


104  SHORTHAND    LESSONS. 

CONTRACTIONS. 

KEY   TO  PAGE    105. 

Line  1.  Suggest,  suggested,  adjust,  adjusted,  adjourn,  tempt, 
contempt,  consumption,  presumption,  stamped. 

Line  2.  (Omission  of  W.)  Require,  inquire,  quality,  qualify, 
dissuade,  persuade,  persuasion,  withdraw,  within,  withstand. 

Line  3.  (Omission  of  Y  or  U.)  Suggestion,  behavior,  situation, 
picture,  fracture,  feature,  temperature,  literature,  moisture. 

Line  4.  (Omission  of  H.)  Comprehend,  apprehend,  comprehen- 
sion, apprehension,  withhold,  behold,  inheritance,  inherited,  be- 
hindhand, history. 

Line  5.  (Omission  of  T  by  changing  the  Steh  loop  in  the  middle 
of  a  word  to  a  circle.)  Mostly,  postpone,  postal-card,  postage, 
postoflice,  testimony,  adjustment,  western,  mistake,  customer. 

Line  6.  (Omission  of  II  when  its  insertion  would  be  difficult.) 
Southern,  Southerner,  quarterly,  purpose,  surprised,  subscribe? 
superscribe,  prescribe,  proscribe. 

Line  7.  Intelligent,  intelligence,  intelligible,  passenger,  mes- 
senger, brief,  or  briefly,  positively,  chiefly,  stiffly. 

Line  8.  (Omission  of  N  where  its  insertion  is  difficult.)  Penn- 
sylvania, translation,  transaction,  transcribe,  identical,  adjourn" 
ment,  assignment,  disappointment,  abandonment,  attainment. 

Line  9.  (Omission  of  ing,  ent-ly,  tial-ly.)  Understanding, 
Thanksgiving,  sufficient  or  sufficiently,  efficient-ly,  deflcient-ly,  pro- 
flcient-ly,  substantial-ly,  prudential-ly,  differential-ly,  circumstan- 
tial-ly. 

Line  10.  (Omission  of  Kay  or  Gay  after  Ing.)  Distinguish, 
anxiety,  distinct,  distinction,  junction,  sanction,  relinquish,  bank, 
bankrupt. 

Some  omit  Kay  also  in  the  very  common  words,  expenses,  excep- 
tion, except,  examine,  examination. 

Line  11.  Explain,  explicit,  excursion,  experiment,  express, 
expressive,  etc. 

When  the  sound  of  K  comes  between  T  and  the  shun  hook, 
some  of  the  best  reporters  omit  the  Kay  while  others  equally  expert 
insert  it.  K  may  also  be  omitted  between  F  and  shun.  Thus: 

Line  12.  Attraction,  instruction,  contraction,  distraction,  con- 
struction, obstruction,  misconstruction,  satisfaction,  justification. 

Line  13.  New  York,  inst.,  prox.,  reg.,  irregular,  ad.  (vertise- 
ment),  steno.  (grapher),  Feb.,  Nov.,  January. 

Line  14.  Re-establish,  brightness,  badness,  rewritten,  hereafter, 
supernatural,  reorganization,  appointment. 


SHORTHAND    LESSONS. 


105 


-i- 


\ 


14 


106 


SHORTHAND    LESSONS. 


EXERCISE  NO   30. 


L  L   /-A   Lkl    iL 


SHORTHAND   LESSONS.  107 


PHRASING  CONTINUED. 

R  — are,  our.      rp    L — will,  all. 
N  —  than,  own.  iL   V  —  have,  of . 

Key  to  Pnrnsing  on  Page  106* 

1.  It  will,  which  will,  they  will,  it  will  be,  which  will  be,  it  will 
not,  it  will  not  do,  it  will  not  be,  which  will  you  have,  at  all,  at  all 
times,  in  all  cases,  in  all  such  cases,  of  all,  by  all,  b.y  all  means. 

2.  Which  are,  they  are,  they  are  going,  they  are  making,  in 
our,  in  our  business,  by  our,  by  our  request,  which  are  likely,  at 
our,  at  our  request. 

3.  More  than,  better  than,  harder  than,  longer  than,   rather 
than,  later  than,  greater  than,   sooner  than,  higher  than,  other 
than,  further  than,  less  than,  shorter  than. 

4.  Your  own,  her  own,  our  own,  their  own,  for  their  own,  have 
their  own,  of  their  own,  it  is  your  own,  is  their  own,  was  their 
own,  as-has  their  own,  in  our  own,  in  their  own,  for  your  own. 

5.  Which  have,  which  have  been,  which  have  not  been,  it  will 
have,  it  will  have  to  be,  said  to  have,  is  said  to  have,  said  to  have 
been,  I  hope  to  have,  we  hope  to  have,  which  are  to  have,  such 
have,  who  have  been,  who  have  not  been,  who  have  never  been, 
who  have  not  done. 

6.  City  of  New  York,  state  of  New  York,  city  of  Boston,  out  of, 
out  of  the  way,  out  of  the  city,  instead  of  the,  lack  of,  number  of 
cases,  copy  of,  rate  of,  right  of,  care  of. 

7.  Dear  sir;  no,  sir;  yes,  sir;  your  favor,  at  hand,  truly  yours, 
yours  truly,  I  am  in  receipt-of  your  favor,  we  are  in  receipt  of  your 
favor,  we  will  say. 

8.  Do  you  remember,  by  express,  by  return  mail,  heard  from 
you,  he  heard  from  you,  not  only,  it  is  only,  we  were  not,  they 
were  not,  who  arc  not,  who  would  be,  at  first,  at  last. 

9.  Please  send  us,  please  wire  us,  please  let  us  know,  let  me 
know,  with  respect,  yours  with  respect,  sincerely  yours,  with  rela- 
tion, with  reference. 

10.  It  seems  to  me,  it  is  important,  it  is  impossible,  at  any  rate, 
at  all  events,  at  length,  next  day,  with  regard,  southeast,  northeast, 
southwest,  northwest.    . 

11.  State  of  Missouri,  state  of  Minnesota,  railway  company, 
hardware  company,  railroad  company,  Smith  &  Co.,  oil  company. 

12.  In  consideration,  in  some  cases,  in  some  instances,  in  as 
many  as  possible,  call  your  attention,  and  contents  noted,  at  once, 
at  one  time. 

13.  If  it,  if  it  is,  of  it,  of  its,  is  it,  as  it,  as  it  is-has,  as  it  seems 
to  be,  as  it  seems  likely,  as  it  is  important,  as  it  is  impossible,  at  it, 
had  it,  take  it,  over  it,  took  it,  from  it. 

14.  Erie    Railroad,  Pennsylvania    Railroad,  War  Department, 
Legal  Department,  Medical  Society,  Missionary  Society,  Savings 
Association,  General  Superintendent,  it  ought  to  be,  it  ought  not  to 
bej  or  not. 


108 


SHORTHAND    LESSONS. 


EXERCISE  NO.  31. 


SHORTHAND   LESSONS.  109 

PHRASING  CONTINUED. 

Key  to  I'lirasrs  on  Page  108. 

Lines  1-9,  see  Par.  258.     Line  10,  Par.  257.    Lines  11,  12,  Par. 
263.     Lines  13,  14,  Par.  262. 

1.  If  they  are-their-re,  for  they  are-their-re,  have  their-re,  are 
their-re,  in  their,  saw  their-rc,  think  they  are-their-rc,  seen  their, 
for  there  is  not,  for  there  is  no  one,  between  their. 

2.  I  think  there  is,  I  think  there  will  be,  are  there  many,  when 
there  is,  wherever  there  is,  whenever  there  is,  will  there  be,  I  saw 
there  was,  receive  their  permission,  in  their  business,  over  there. 

3.  I  am  sure  there  is,  furnish  their,  if  there  is  anything,  sign 
their  petition,  finish  their,  shorten  their,  if  there  will  be,  do  you 
know  their  names. 

4.  Is  there,  as  tl:ere,  is  there  anything,  of  their,  as  there  will  be, 
as  there  are,  as  they  are  going,  as  there  is  not,  is  there  no  one,  of 
their  friends,  as  there  will  not  be,  of  their  demands. 

5.  The  other,  the  other  day,  on  the  other  side,  some  other,  no 
other,  send  us  another,  some  other  person,  another  delay. 

6.  We  have  seen  their,  as  there  seems  to  ine,  sending  there-ir, 
pleasing  their,  causing  their,  going  there. 

7.  My  dear  sir,  iny  dear  friend,  my  flear  nadam,  my  dear 
brother,  my  dc  ,r  child. 

8.  By  their,  do   their,  had  their,  where  they  are,   go   there, 
be   there,   giv     their,  call  there-ir,   deliver    their,    make    their, 
if  you  go  there,  we  had  their. 

9.  l)id  you  go  there,  I  will  be  there,  he  can  go  there,   I  will 
deliver  their,  I  will  call  there,  he  can  be  there,  where  they  arc 
going,  where  there  is,  he  will  do  their,  at  other  times,  at  their. 

10.  In  regard,  in  reply,  in  response,  in  relation,  in  respect,  in 
reference,  in  receipt,  in  order  that,  in  order  to,  in  order  that  we 
may,  in  order  that  you  may. 

11.  I  will  comply,  in  connection,  in  compliance,  I  will  contrive, 
I  must  confess,  in  this  connection,  you  are  comparatively,  we  are 
in  communication. 

12.  Letter  of  the  2d  inst.,  we  have  your  letter  of  the  1st  inst , 
remarks  of  the  speaker,  members  of  the  board,  salary  of  the  prin- 
cipal of  the  school,  circumstances  of  the  case,  gentlemen  of  the 
jury,  in  consequence. 

13.  Again  and  again,  over  and  over,  two  or  three,  more  or  less, 
cast  or  west,  for  the  first  time,  one  of  the  most,  one  of  the  best, 
one  or  the  other,  one  of  the  greatest,  by  and  by,  in  reply  to  yours. 

14 .  From  time  to  time,  from  year  to  year,  from  week  to  week, 
from  hour  to  hour,  from  house  to  house,  from  street  to  street,  from 
city  to  city,  from  day  to  day,  from  month  to  mouth. 


SHORTHAND    LESSONS. 

CONFLICTING  WORDS. 

KEY    TO   PACK    111. 

1.  Train,  turn,  poor,  pure,  cancel,  counsel,  castle,  intention, 
inattention,  account,  count. 

2.  Disease,  decease,  predict  or  product,  protect,  Saturday,  yes- 
terday, older,  later,  oldest,  latest,  amount,  mount. 

3.  Spread,  separate,  sport,  support,  cost,  caused,  wait,  await, 
mere,  remarkable,  prove,  approve. 

4.  God,  guide,  Mrs.,  misses,  firm  or  frame,  form,  written,  retain, 
patient,  passionate,  edition,  addition. 

5.  Auditor,  daughter,  detect,  deduct,  attainable,  tenable,  gentle, 
gentlemanly,  situation,  station,  real,  rail,  rule. 

6.  Appropriation,  preparation,  proportion,  birth,  breath,  traitor, 
trader,  back,  book,  credence,  accordance. 

7.  Comply,  apply,  operation,  oppression,  science,  essence,  de- 
vise, advise,  division,  devotion,  needless,  endless. 

8.  Fix,  affix,  room,  army,  business,  baseness,  absence,  imminent, 
eminent. 

9.  Notch,  inch,  effect,  affect,   consequently,   secondly,  regret, 
regard,  surprise,  express,  suppi'ess. 

10.  Eliminate,  illuminate,  unavoidable,  inevitable,  prompt,  per- 
mit, promote,  indicted,  indebted,  undoubted. 

11.  Opposition,  position,  possession,  apposition,  ruin,  renew, 
less,  else,  occupy,  copy,  keep. 

12.  Pre-eminent,  prominent,  permanent,  prosecute,  persecute, 
except,  accept,  writer,  order,  reader. 

13.  Relevant,  irrelevant,  resolute,  irresolute,  responsible,  irre- 
sponsible, legal,  illegal,  logical,  illogical. 

14.  Natural,  unnatural,  material,  immaterial,  necessarily,  unnec- 
essarily, moderate,  immoderate,  mature,  immature. 


SHORTHAND    LESSONS. 


111 


SHORTHAND    LESSONS. 

PHRASING  CONCLUDED. 

Line  1.  See  Par.  253.  Down  there,  been  there,  were  not  there, 
had  not  there,  around  there,  round  there,  will  not  there,  they  were 
not  there,  I  believe  there  Cor  they-are),  drawn  there,  were  there, 
would  there,  we  were  there,  begun  there,  sent  there. 

Line  2.  Send  there,  I  trust  there  (or  they-are),  is  not  there,  he 
is  not  there,  he  sent  there,  as  long  as  there  (or  they-are),  as  soon 
as  there  (or  they-are),  more  than  there,  better  than  there,  we 
meant  to  have  been  there. 

Line  3.  Munson,  Graham  and  others  use  an  f  or  v  hook  on 
curves.  The  hook  is  useful  after  Ith  and  The  because  these  strokes 
do  not  make  a  good  jointing  with  Ef  and  Ve.  It  should  be  made 
thin  and  pointed,  and  half  as  long  as  the  stroke,  to  distinguish  it 
from  the  n  hook. 

Thief,  they  have,  they  have  been,  they  have  done,  they  have 
known,  they  have  gone,  they  have  not  been,  they  have  not  done, 
they  have  never,  they  have  come,  they  have  never  found. 

Line  4.  Some  intelligent  and  very  careful  writers  add  the  small 
hooks  to  the  ticks  in  phrasing.  Or  not  and  who  have  are  safe  for 
anyone,  but  in  general  it  is  better  not  to  add  hooks  to  the  ticks. 

Or  not,  who  have  not,  who  have  been,  who  have  not  done,  who 
are,  who  will,  all  have  been,  all  have  not  been,  all  have  gone,  I 
have  been,  I  have  never  done,  I  have  not  been,  I  have  not  gone, 
who  art  in  heaven,  of  our,  all  our. 

Line  5.  In  court  reporting,  whether  is  sometimes  represented  by  a 
double-length  curve.  Do  you  know  whether  or  not. 

A  triple-length  curve  is  used  by  some.  Do  you  know  whether 
there  is;  do  you  know  whether  there  was. 

It  is  also  convenient  in  court  reporting  to  enlarge  and  slant  the 
signs  for  with,  were,  what  and  would,  to  denote  the  addition  of  you. 
With  you,  were  you,  what  you,  would  you,  when  were  you,  where 
were  you. 


113 


(  \ 


Pagee  113—137  practically  - 

tuu  an  additional  book,  moat  of  tbe  mat- 
ter baring  b«6n  a«I«ct«d  fro«  Barnes 
Shorthand  Reader  #3. 

Pagfcfi  145—150  can  be  used  to  great- 
est advantage. 


.    1 


CLP 


s 


SHORTHAND    LESSONS. 

PHRASING  CONCLUDED. 

Line  1.  See  Par.  253.  Down  there,  been  there,  were  not  there, 
had  not  there,  around  there,  round  there,  will  not  there,  they  were 
not  there,  I  believe  there  Cor  they-are),  drawn  there,  were  there, 
would  there,  we  were  there,  begun  there,  sent  there. 

Line  2.  Send  there,  I  trust  there  (or  they-are),  is  not  there,  he 
is  not  there,  he  sent  there,  as  long  as  there  (or  they-are),  as  soon 
as  there  (or  they-are),  more  than  there,  better  than  there,  we 
meant  to  have  been  there. 

Line  3.  Munson,  Graham  and  others  use  an  f  or  v  hook  on 
curves.  The  hook  is  useful  after  Ith  and  The  because  these  strokes 
do  not  make  a  good  jointing  with  Ef  and  Ve.  It  should  be  made 
thin  and  pointed,  and  half  as  long  as  the  stroke,  to  distinguish  it 
from  the  n  book. 

Tb'  *  fhey  have,  they  have  been,  they  have  done,  they  have 
kn^  -"me.  they  have  not  been,  they  have  not  done, 

t'  ~"  they  have  never  found. 

"  -1  writers  add  the  small 
~"Q  safe  for 


It  is  aiavr  _ 

signs  for  with,  were,  <~.. 
With  you,  were  you,  what  yoxt^ — __ 
were  you. 

1...I...   ^        ^  K         (^ 

SJ  /J       P         '\ 

2Q_^\ 
Q-^.        &«•  A  * 


113 


Cj 


I I 


CLP 


I        I 


114 


V  "X  u 


I  I 


) 


L ) 


k. 
V/v*^ 


115 


C 


c 


\ 


A 


\ 


i 


"X 


A_—/—' 


/.....  /....  n 


r 


L 


116 


/•  n  ix . 


•> 


r 


^«:  r-A  _L.  / 

\  ^ N 


3: 


\  u 


^1 


\, 


117 


-V 


S 


1 


£*  ^/  *~>n...^.. 


6  * 

V 


r  ^ 


S^y- 


i  -  s. 


n 


118 


y 


1..A...A.    o      ^     C      \ 


\ 


^ 


V 


i/..:...  v  /$ 

5 


s       <^DincN'~^ 
w-         k    P     ^      \ 

N  o  ^-  - 


\ d 


te  ^T,,,.:..  ...V..."  .  s  L 


•  L 


119 


V»/ 


...  P. 


^ 

\o 


120 


. 
\ 

^- 


\ 


\ 


, 

/ 


L 


->c"' 

\ 


(      "< 
<p         \5      r 

r 


SHORTHAND    LESSONS. 


121 


S~ 

6 


/I 


A 


v_x._.^_._.  -7    <=v_x     /    (o    L--.,     V-s    .. 

\..\/l^  ..^-.^-. ^  /\....,...^  _  ^ .> 

..<^       \          K     -.  — ^..A-N--        -•       \  fj 

b     >  \ 

^  A    ^ 

<^,  /   i     /i     ^_ ^/  s^^^.. 

5L>  x  \  .:I^._  ^j? ..  Lix. 

r     ^ 


C    \ 


122 


SHORTHAND    LESSONS. 


\ 


IX  V       x-<    ^\    \ 

Is  v^^  ^~-        d   

,-.-)>  ^*     ^^ 

V  v -      * 

Vi- 

V                        Vo    f       \     /^>      • 
V    <3-P    X. ../....       / 

d x    °-o  x   _^— v__-x  .. 

V5«  L^ 

r 


...I 

r 


c 


r- 


n     v  > 
~\ 

V 


.... 


SHORTHAND    LKSSOXS. 


123 


124 


r_,. 


Y 


-  s  <  v  -  - 

o  "  ^  ..v.f-..-C-  X 

j  -  (  >        /! 


> 


3 

V-X- 


\ 


/     y^" 


\ 


-s- 


A  ' 

\r-       ...•_., 


I/  "/-.-  X.. 


/i 


3    ~  -^A--- 

^-  L 

A-  r  \ 


) 


v. 


V-  Jx 


'  •  e 


/  /v 


,  '«•    \ 

r  ^  C 


\ 


\ 


i 

- 


A 


^    .tx 

.^>.  I_ 


5....TT_.....A-.x  \  _\ 


125 


C 


\ 


r 


V  C 


s 


-i  r 


_v_, 

\  w  .hr?....!^. 


C 


. Us    x       \ 


V 

1    * 

I   x    . 


t/ 


Vv       ^  o       P 

\  V-,r..e  [ 

.-   X    I ^JP  >^~^          \ 


XI' 


> 


\ 


126 


820 


\n         7 


40     A  XI 


<-x 

Ov  __  1 

4-  ' 


X  X 


^? 


\ 


V 


T. 

'    V^ 


a 


\ 


j  v 


\ 


\ 


.-4-   ~ 


.1^.. 

X 


^^    ^~*  -N    ^  SA 

. A . t>     b 


128 


.'.  \ 


c_  v. 


\ 


.  v 


/i 


•:> 


\ 


\  .~. 

(    A 

.>  v*  /  .*.  v 


( 


\ 


. 


\ 


i 


IT 


C 


/•" 

f 


20 


>  .        L 

^  >   "V^  .   f; 

^  I 

.r..^  ^  J 
x  "7 


\ 


129 


>     ^>v    — f 

...       ]  T^ 


/ 


,  n 


r. 


I?  =r  ^ 


V  /r 


V7 


V  A 


130 


^-T 


v\ 


/\ 


V 


P 

U 


j  r    I 


x  ... 


\ 


1  _T"  ^  :±.*- A 


i> 


-A 


\ 

-*O" 

*:.V<Ll^;/^ 

— ->/l 


131 


^ 


</ 


/V^3 


Vt 


A 


:)..<  )^_< 

^  ,  ?...<ce 

°  V  ?  e 


K 


v_  ^r 
t  ° 

<.:,.4 


•  .  i    y^°     I  > 

-'       V    -^    ^>-- 


\ 


c 


L1  \ 


c 


j 

s, 


-   (  ..         (      (    x    'Z-9      f> 

^   -  <  i\^k..t'J. 

V    v,          V, 


*  r. 


-^  } 

IL.\, 


\  :.±..*i^ 


^ 


( 7  ...<  ^ 

X*   cv 


s 


c  t^f; 

- — 

'V-:;- 

.    K        ^—^ 


1 

L 


^ 


s:>  . 

I    *  i 


•^-/   ^-^ 


— s 


132 


rf 


. 

i 


r 


(/ 


\ 


V 


r 

\    A 


133 

r-Cj 


V 


L  ^ 
^  r 


L. 
-  r  y 


\ 


I     >     ."?. 


.Q_D 


V 


s     ^ 


"A 


i 


i     V,  c 


/v.rj..^  ^...r  ,,= 
/^_.,V__. 


v 


)y 

vj?  X 


134 


^l.!N 
\ 


_£> 


£ 


v      o — i        _y    i 
VD  - 


^ 


X) 


\ 


^.._v 


q....A. v 

b        \ 

^ — 7?C X         A) 


\ 


\a 


135 


t 


\>       <i-S>         o 


136 


^  / )  / 


.....      '  ----  *' 


137 


/  r        v— s  -»<x  y   ^ 

-O    N  ._...„.   lr-^...A  - 

...  C   A    & 

\n      c    />  xr>    ex     i    \ 

J  .    /  t?    I    ^  ^   f 

s-o    \                      c.                                 <\              "A     V  _     o\      ^                  x_^x^_P    /6   ^-"'   x 
/        V^sx--..  e ^^-     1_D     ^    .„...     d  .... .  r-  / 

0  °     V,     1     c  — 

k-> f) c 

'•-[^  ^--  ?:-l^ 

^C?    V  n  V  I  C — ^ 


138       WORDSIGN  DICTATION  EXERCISE. 


7  S  0          10         77        72         73 


.\3 


\ 


.V. 


V 


-V 

.\3 


-J  -\" 


^ 


<V 


\ 


~7 


.k 

S 


:t 


C 


J 


tr* 


r 


\ 

x\ 


II 


SHORTHAND    LK8SON8. 


139 


Key  to  Wordsign  Dictation  Exercise. 

The  wordsigns  should  be  written  from  the  longhand  but  always 
read  or  dictated  from  the  shorthand.  Study  them  first  in  horizon- 
tal lines  and  afterwards  always  read  or  write  them  in  vertical 
columns,  both  forwards  and  backwards.  Do  not  leave  the  exer- 
cise until  you  can  read  it  or  write  it  in  two  minutes.  Then 
frequently  review  it. 

3  4 

appear-cd 
subject- cd 
behind 
doctor 


12 

opportunity  hope  party 

part  be.objoct-ed  to  bo 


bulld-t          able  to 
had,  adver-  deal 
tlse-ed  rnent 


s  e 

prlnclple-al-ly  practice 
bill-cd         ro-mcmber-ed 
It  till,  tell 

dear  daring 


larger 
quite 
began 
value -ed 
that 

usual -ly 

Important- 

-co 

nature 

a,  an 

on 


general -ly 

could 

for 

over 

without 


board 

deliver- 

-ed-y 

gentlemen    gentleman    common  come 

equalled     accord-ing-ly  accurate-ly  description 

feel,  fill,  fall  f ull-y,  fell     from  after 

very,  every   whoever      think   thousand,  thank -ed 


was 


pleasure 


astonish-  establish- 

-ed-ment  -ed-ment 

will  arc 

improve-d-   impossible-  any 
-ment             -ility 

under,  hundred  entire  information  thing 

and  all  too,  two        already 


rather 
own 


should 


I,  eye,  high  how 


we,  with 


wish 

aware 
now 

long 
O,  owe 
were 


7                      8 

9                      10                       11                       12 

practiced       opinion 
number-ed    before 
unlll                whatever 

upon               happen       experience  -ed  particular  -ly 
been               balance          objection       subjection 
told                toward           dollar            do 

dlffer-ed-        which 
-ent-ly-ce 
because         equall-y 
glvs-n            together 
future,  fact  afford 

much              advantage     largo              danger 

difficult  y      can                 describe  -cd  descriptive 
ago          govern-cd-raont  begin             begun 
ever               have              however        several 

them              though 

this                those              there-lr         other 

fib  all  -t           issue 
him          immcdiato-ly 
influence       influenced 

wisher           surc-ly         •assure-od      ehort-ly 
somewhat     Mr.,rcmark-cd     moro           matter 
influences     United  States    when         nor,  near 

your               ho 
ought             who-m 
what              would 

is,  hla             aa,  has           first                the 
of                   to                   or                   but 
ye,  year         yet                  beyond          yon 

13.    publlsh-cd, pnhlic-ly-lcity  proper-ly-ty  probable-ly-lllty 

acknowledge       knowledge       correct       character       never       nevertheless 
notwithstanding       above       represent       representative         representation 


140 


I 
<\   - 

i.:. 


-7-v- 


./- -  \   ....  X 


\ 


X  _!r:..l 

J 


V 

0    . 


...      :  ..:;. 


C. 


\ 


...X  , 


../.. 


-x 


X  )  \  _  \ 


Ul 


>      ^ 


s    ,  :  ......  x      .-.J.  L_ 

c  \  L 


c  c  ./. 


C,..,        V 


\..:.-i 


t-- 1 


w. 


X     V..X 


Q  _  o 


142 


State  of  Missouri 

vs. 
Hugh  M.  Brooks 

alias 
W.  If.  Maxwell 


V/- - 


\ 
V 


A. 


U  v..'..  f 


/* 


-\ 
\> 


~r 

VA 


^ 


V 


gs  . 

u-.c/rzi^i'N 


.      . 

33 


^  \  c 

fV^  \        VJ 


Cv 


H3 


r 


'Cv         v 

\~: 


' 

(c> 
i 


STATE  OF  MISSOURI,  1  _ 

vs  In  the  St.  Louis  Criminal  Court, 

HUGH  M.  BROOKS,      J.  State  of  Mo. 

aifas  Before  Hou.  G.  b.  Van  Wagoner, 

W.  II.  MAXWELL.        J  Jud»rc  aud  Jurv- 
APPEARANCES. 
For  the  State :  Ashley  C.  Clover,  Circuit  Attorney. 

Marshall  F.  McDonald,  Asst.  Circuit  Attorney. 
For  the  Defendant:     Martin  and  Fauutleroy. 

Defendant  sworn  in  his  own  behalf  testified  as  follows : 

DIRECT   EXAMINATION  BY   P.   W.    VAUNTLEROY. 

Q.  State  your  full  name.      A.  Hugh  Mottram  Brooks. 

Q.  How  old  are  you?    A.  Twenty-live. 

Q.  Where  were  you  born?    A.  In  Hyde,  Cheshire,  England. 

Q.  Is  Hyde  your  home?    A.  Yes,  sir. 

Q.  Are  your  parents  living  at  the  present  time?     A.  They  aro,  sir. 

Q.  When  did  you  first  engage  in  business,  Mr.  Brooks?    A.  Do  you 

mean  to  practice  or  study? 
Q.  I  mean  in  any  business,  after  you  left  off  being  a  school-boy, 

when  did  you  first  engage  in  business  of  any  kind?    A.  In  lt>«3. 
Q.  What  business  did  you  go  at  then?     A.  I  misunderstood  you. 

Five  years  previous  to  that  I  entered  the  law  olfice  of  Mr.Browu. 
Q.  Where  was  that?    A.  Stockport,  about  four  and  a  half  miles 

from  Hyde. 

Q.  Five  years  prior  to  1883,  you  went  into  his  office?    A.  Yes,  sir. 
Q.  How  long  did  you  remain  in  his  olfice?    A.  I  remained  there  over 

four  years. 
Q.  What  were  you  doing  there?    A.  Studying  law.    After  I  left 

Brown's  office,  I  went  to  his  London  agents,  Messrs.  Brown  St 

Howe,  and  completed  the  five  years  there. 
Q.  You  are  a  lawyer  by  profession,  then?    A.  I  am. 
Q.  Have  you  ever  studied  medicine  or  surgery?    A.  I  have. 
Q.  To  what  extent?    A.  Well,  at  the  Collegiate  school  in  Man- 
chester, I  was  on  the  science  side,  and  the  curriculum  included 

physiology,  anatomy,  chemistry,  and  kindred  sciences. 
Q.  At  the  Collegiate  school  at  Manchester?    A.  Yos,  sir. 
Q.  Did  you  study  medicine  otherwise  than  you  have  mentioned, 

there?    Have  you  ever  studied  outside  of  these  studies  or  in 

addition  to  these  studies?    A.  I  have. 
Q.    How  long  did  you  study  It?    A.  More  or  less  ever  since  I  left  school.    I 

was  very  much  Interested  in  science  and  medical  studies  generally,  and 

I  tried  to  keep  up  my  knowledge  of  them  as  far  as  I  could. 
Q.  You  are  not  a  licensed  physician,  aro  you?  A.  I  am  not.  . 
tj.  Never  received  any  diploma  or  license  as  a  physician?  A.  No,  sir;  not 

as  a  physician. 

Q.    You  nave  as  a  lawyer?   A.  I  have  as  a  lawyer. 
Q.    How  long  did  you  practice  law,  Mr.  Brooks?    A.  Not  qulto  two  years; 

as  near  as  I  can  remember,  about  a  year  and  nine  months. 
Q.    I  will  get  you  to  state  to  the  jury  when  and  where  you  first  met  Mr. 

Preller,  O.Arthur  Prcllcr.     A.  On  board  the  —  Well,  I  first  met  him  ut 

the  Northwestern  hotel,  Liverpool,  but  I  first  became  acquainted  with 

him  on  board  the  steamship  Cephaloma. 
Q.    You  first  met  him  at  me  Northwestern  hotel,  Liverpool?    A.  Yes,  sir; 

that  was  the  evening  previous  to  the  day  on  which  the  ship  sailed. 
Q.    That  was  the  day  prior  to  sailing?    A.  Yes,'sir ;  the  day  prior  to  sailing. 
Q.    You  say  that  you  met  him  theu,  out  that  you  did  not  become  acquainted 

with  him.    Did  you  have  any  introduction  or  know  who  ho  was  at  that. 

time?   A.  No,  sir. 


SHORTHAND    LESSONS. 


143 


OPTIONAL   WORDSIGNS. 

Wtoero  no  number  is  given,  second  position  la  understood. 


epecial-ly,  Spe 
especial-ly,  Es-Pe 
peoplc-d,  PI 

bclong-ed,  Bl1 
practical-ly,  Pr3 

it  aught,  Tet1 
degree,  Gr1 

similar-ity,  Sem1 
shuple-ly-icity,  Semp1 
Biugular-Jy-ity,  Sing1 
siguify-ied-cant,  Iss-Gay1 
significance,  Iss-Geus1 
signification,  Iss-Gayshuu1 
children,  Chi 

Speech-eak-oke,  Spe1 
spoken,  Spen1 

plaiutiff,  Plent 
^/ 

defendant,  De 

client,  Klent1 

<^> 

liberty,  Brl 

^s 

holy,  Hay3 
eternal-ly-ity,  Tren 
divine,  Def1 

denominate-ed-ation,  Den1 
religious,  Jays1 
religion,  Jen1 
generation,  Jayshun2 
angel,  Jl 

evangelize,  Jls3 

evangelized,  Jlst3 
^^> 

evangelization,  Jlslshun3 

kingdom,  Kay1 

Christian-ity,  Kr1 
^^> 

Lord  Jesus  Christ,  Lay-Jay-Kay 

start,  Stret3 


advancc-cd,  DefJ 
advancement,  Dcesmeut^ 

perfect-cd-ly-iou,  Pref 
^_x 

combine-ation,  Beii1 
satisfy-ied  Ste3 
suit,  —  £—• 
satisfaction,  Steeshuu3 

truth,  Tr 
\~* 

phonography,  Fen 
whichever,  Chef 
with  our,  Wer3 
it  had,  Tet- 
language,  Inga 
home,  Eni3 
own,  En3 
it  would,  Tet3 
thus,  Thees8 
guilt-y,  Git1 

movement,  Ment3 
throughout,  Thrct3 
extraordinary,  Kayster1 

mere,  Mr1 
\^ 

portion,  Prshun 

Savior,  Iss-Vc 
scripture-al,  Skr1 
virtue,  Vrt 


thcology-ical,  Thl 

doctrine,  Drcn1 

revelation,  Layshun 

revolution,  Layshun3 

Word  of   God,Ard-Get  or  Wcrt- 

Gct 

creature,  Kret1 
question,  Ken 


146  LESSONS    IN    SHORTHAND. 


KEY. 

The  following  is  the  key  to  pp.  140  aud  141.  Two  or  three  sen- 
tences of  this  review  should  be  written  several  times  each  day 
until  the  whole  can  be  written  correctly  at  a  high  rate  of  speed. 

REVIEW  EXERCISE  ON  THE  WORDSIGNS. 

We  have  a  good  opportunity  to  sell  a  large  part  of  the  Doctor's 
property  to  advantage.  A  member  of  the  Board  of  Public  Im- 
provements is  the  party  who  wishes  to  buy.  You  will  probably 
remember  the  gentleman  when  I  tell  you  his  name,  John  Long  of 
the  United  States  Army.  The  information  is  correct,  I  assure 
you,  for  Mr.  Short  told  me  the  full  particulars  at  the  committee 
meeting.  He  remarked  that  it  was  somewhat  astonishing,  though 
the  fact  is  the  General  is  well  able  to  act  his  own  pleasure.  It  is 
impossible  to  tell  how  much  he  is  worth,  as  the  opinions  of  the 
public  upon  this  important  matter  have  never  been  published; 
nevertheless,  he  is  commonly  reported  to  bo  worth  two  millions. 
As  you  are  aware,  he  is  now  building  an  establishment  for  the 
government,  and  he  is  also  engaged  in  large  advertising  schemes. 
Accordingly,  it  is  quite  difficult  to  give  any  accurate  information 
on  a  subject  of  this  nature.  We  think,  however,  that  he  can  surely 
afford  to  pay  every  cent  of  its  value,  whatever  that  may  be,  be- 
cause to  my  knowledge  he  owes  nothing  and  he  has  several  hun- 
dred dollars  in  the  bank.  Whoever  deals  with  him  admires  his 
character.  The  different  representatives  under  his  influence,  were 
invited  the  first  of  last  year  to  work  for  the  danger  signal  bill.  I 
acknowledge  that  there  are  a  number  of  objections  which  must  be 
considered,  and  difficulties  to  be  overcome,before  their  object  can 
be  attained.  It  appears  that  our  principal  representative  is  a  dear 
friend  of  the  General's  and  has  a  larger  interest  in  the  passage  of 
the  bill  than  any  other  person.  I  feel  sure  though  that  he  will  not 
do  very  much  until  after  the  first  of  the  year.  If  ever  we  take 
hold  of  this  thing  together,  I  shall  rely  entirely  upon  his  represen- 
tation of  matters.  lie  has  proved  himself  equal  to  every  emergency 
in  the  past,  aud  I  believe  he  is  equal  to  anything  that  may  happen 
in  the  near  future.  He  usually  knows  how  to  balance  accounts 


LESSONS    IN    SHORTHAND.  147 

with  others  who  come  iu  his  way.  What  would  we  do  without 
him  to  represent  us?  Aud  yet  I  am  not  altogether  satisfied  nor 
pleased.  I  should  think  they  ought  to  begin  issuing  the  bonds 
immediately.  Your  brother  told  rue  above  a  week  ago  that  he  had 
already  spoken  to  several  gentlemen  about  the  issue's  being  behind 
time,  but  it  appears  they  had  too  little  public  spirit  to  do  what 
they  r.ould  toward  pushing  matters.  He  gave  me  a  laughable  de- 
scription of  his  experience  with  them.  I  thanked  him  and  told 
him  that  his  descriptive  powers  were  beyond  criticism,  and  I 
would  like  to  have  him  practice  during  the  summer  and  then  de- 
scribe the  situation  to  the  legislature.  Notwithstanding  all  the 
obstacles  we  have  had  to  encounter  since  we  begun  the  work,  I 
believe  we  shall  yet  meet  with  success. 


SHORT    DRILLS    FOR    DAILY    CONCERT   RECITA- 
TION. 

VOWELS. 

Give  the  sentence  containing  the  first-place  vowel  sounds. 

Give  the  first-place  vowel  sounds. 

Give  the  second-place  vowel  sounds. 

Give  the  sentence  containing  the  third-place  vowel  sounds. 

Give  the  third- place  vowel  sounds. 

When  a  vowel  comes  between  two  strokes,  where  should  it  be 
placed?  See  Par.  76. 

Which  stroke  in  an  outline  should  be  put  in  position? 

Give  the  three  positions  for  full  length  up  or  down  strokes. 

Give  the  three  positions  for  horizontal  outlines. 

What  are  the  three  positions  for  half  lengths?  These  positions 
are  the  same  as  for  what  other  class  of  strokes? 

Give  the  vowel  sign,  and  state  by  which  stroke  it  is  placed  in 
each  of  the  following  words :  James,  gem,  Bailey,  Bell,  Rhodes,  rub, 
Buck,  Reed,  Hyde,  Knapp,  Dodge,  Fitch,  Pope,  Wright,  Poole, 
Downie,  Page,  Booth,  Ball,  Pierce,  Bangs,  Beck,  Barr,  Cheney, 
Finney,  Dooly,  Miller,  Fowler,  Matthew,  Thomas,  Boyle,  Duke, 
Loomis,  Tousey,  Long. 

AR  OR  RAY. 

When  is  Ar  generally  used  at  the  beginning  of  an  outline? 
When  is  Ray  generally  used  at  the  beginning  of  an  outline? 


148  WESSONS   IN    SHORTHAND. 

When  is  Ar  generally  used  at  the  end  of  au  outline? 

When  is  Kay  generally  used  at  the  end  of  an  outline? 

Which  stroke  is  used  in  Erie,  and  similar  words? 

Which  stroke  is  used  in  early?  Why?  In  rally,  oral,  hourly, 
irksome,  racket,  argue,  ragged,  wrong,  Perry,  morrow,  poor,  thor- 
ough, fire,  fiery,  bureau,  flower,  flowery,  share,  queer,  query,  arrow, 
dare,  tire,  glory,  Ira,  bore,  Harry,  airy,  era,  etc.? 

What  two  considerations  determine  whether  Ar  or  Kay  should 
be  used? 

Which  is  more  important,  the  vowel  or  the  angle? 

For  thC  sake  of  the  angle,  which  stroke  is  always  used  before 
Em  or  Emp? 

Which  stroke  is  always  used  after  Em  or  Emp? 

After  what  other  strokes  is  Ray  always  used? 

When  is  Kay  used  at  the  beginning  of  an  outline  even  though 
the  word  begins  with  a  vowel  sound? 

Should  Ar  or  Ray  be  used  in  earth,  orb,  urge,  herb,  orthography, 
Irving,  Arab,  Home,  mire,  terror,  army,  romp,  empire,  rare,  arch, 
rhyme ,  aright,  error,  artery,  arrears,  arduous1} 

CIRCLES  AND  LOOPS. 

What  sounds  are  represented  by  the  small  circle?  By  the  large 
circle?  By  the  small  loop?  By  the  large  loop? 

When  joined  to  a  curve,  where  is  the  circle  written? 

When  joined  to  a  straight  stroke  where  is  the  circle  written? 

When  alone;  that  is,  when  not  joined  to  any  stroke,  how  is  the 
circle  written? 

How  is  the  circle  written  between  two  curves?  Between  two 
straight  strokes? 

On  which  side  of  a  stroke  are  the  loops  written? 

Between  two  strokes,  how  are  the  loops  written? 

STROKE  OR  BRIEF  FORM  FOR  S,  Z,  W,  Y,  F,  V,  N,  T  OR  D. 

Give  four  cases  where  the  stroke  Es  must  be  used  instead  of  the 
circle  Iss. 

Are  the  rules  for  z  the  same  as  for  s? 

What  is  always  used  for  z  at  the  beginning  of  a  word? 

The  rules  for  s  are  similar  to  the  rules  for  what  other  conso- 
nants? 

Answer ;  W,  y)  f ,  v,  n,  t  and  d. 


LESSONS    IN    SHORTHAND.  149 

Give  four  cases  wheu  a  stroke  should  be  used  instead  of  a  semi- 
circle for  w  or  for  y. 

Give  three  cases  wheu  a  stroke  should  be  used  iustead  of  a  hook 
for  11,  f  or  v. 

Give  two  cases  wheu  vowels  require  the  use  of  a  stroke  iustead 
of  halving  for  t  or  d. 

What  strokes  should  uot  be  halved  wheu  aloue  unless  they  have 
a  hook? 

What  classes  of  words  should  uot  be  halved? 

Give  auother  very  important  case  wheu  it  is  not  best  to  halve 
for  t  or  d. 

DOUBLE  AND  TRIPLE  CONSONANTS. 

Name  the  PI  series,  the  Pr  series,  the  Fl  series,  the  Fr  series. 

Why  are  these  double  cousouauts  said  to  be  married? 

When  must  the  stroke  be  used  iustead  of  the  hook  for  1  or  for  r? 

Name  the  Pen  series,  the  Pef  series? 

What  does  the  vowel  iu  these  names  represent? 

What  two  small  hooks  are  sometimes  changed  to  circles? 

What  besides  Iss  may  be  written  in  place  of  the  r  hook? 

What  may  be  written  iu  place  of  the  n  hook? 

How  is  the  circle  written  in  disagreeable  aud  similar  words? 

Wheu  should  the  circle  be  written  within  the  hook,  aud  not  in 
place  of  it? 

Auswer:  Always  within  the  1  hook,  the  f  or  v  hook,  aud  all 
hooks  ou  curves;  generally  within  all  hooks  iu  the  middle  of 
words. 

What  married  consonants  are  written  upward? 

How  do  Mr  and  Nr  differ  from  Wem  and  Wen? 

PREFIXES,  AFFIXES,  AND  PHRASING. 

What  prefixes  are  indicated  by  a  dot,  by  a  slanting  tick,  by  Iss, 
by  a  disjoined  Em,  by  the  n  curl? 

How  are  con,  com,  etc.,  indicated  iu  the  middle  of  a  word? 

When  should  the  n  curl  be  used  for  in,  3n,  or  un? 

What  affixes  are  indicated  by  Be,  Iss  joined,  Iss  disjoined,  Sez, 
lih,  hook  or  stroke  for  f,  light  slanting  tick,  heavy  slanting  tick? 

How  are  ility,  ality,  etc.,  indicated? 

Which  word  iu  a  phrase  is  generally  put  in  position?  Give  the 
exceptions  to  this  rule. 


BARNES'  TYPEWRITING  INSTRUCTORS 

Teach  the  pupil  from  the  start  to  write  by  touch;  that  is,  without 
looking  at  the  keyboard.  By  this  method  he  can  become  a  compe- 
tent operator  in  less  time  than  by  the  old  method,  and  a  mastery  of 
the  touch  method  enables  the  stenographer  to  do  his  work  in  half 
the  time  required  without  It. 

How  to  Become  an  Expert  in  Typewriting, 

or  Bumfs'1  Complete  Typeiorittng  Instructor,  is  furnished  for  either 
the  Remington,  Smith  Premier,.  Yost  or  Oliver,  and  contains 
216  pages.  In  addition  to  the  Touch  Writing,  it  fully  illustrates 
every  feature  of  commercial  correspondence;  contains  180  busi- 
ness letters  selected  from  21  different  lines  of  business;  over  40 
legal  forms;  specimens  of  testimony  and  specifications ;  an  article 
on  general  office  duties;  a  sample  Civil  Service  examination,  and 
an  especially  valuable  list  of  technical  terms,  classified  according 
to  the  different  lines  of  business.  Price,  §1.50. 

Barnes*  Special  Typewriting  Instructor, 

for  the  Remington,  Smith  Premier  or  Rem-Sho.  Practically  the 
same  as  the  Complete,  with  the  exception  of  the  classified  letters, 
a  part  of  the  Legal  Forms,  the  Civil  Service  examination,  and  the 
technical  terms.  Price,  $1.00. 

Barnes'  Abridged  Typewriting  Instructor, 

adapted  to  any  standard  keyboard,  56  pages,  contains  the  Touch 
Lessons,  Commercial  Correspondence,  Tabulated  Work,  selections 
from  the  Legal  Forms,  Testimony  and  Specifications,  50c. 

SHORTHAND   BOOKS. 

Barnes'  Business  Letters  in  Shorthand 

contains  63  letters  pertaining  to  about  a  dozen  lines  of  business, 
given  in  both  shorthand  and  print;  31  pages  of  engraved 
phonography,  without  key,  for  reading  practice ;  and  100  letters, 
covering  a  wide  range  of  subjects,  in  print  only. 

Barnes'  Shorthand  Readers. 

No.  1,  24  pages  of  shorthand,  with  key,  30c. 
No.  2,  36  pages  of  shorthand,  with  key,  50c. 
No.  3,  37  pages  of  shorthand,  with  key,  60c.  (Several  pages  of 

Header  No.  3  are  the  same  as  some  of  the  last  pages  of  this 

book.) 
No.  4,  '2 1  pages  of  shorthand  taken  from  court  work,with  key,  30c. 

Barnes'  Shorthand  Dictionary. 

7400  words  and  phrases.     Pocket  size,  $1-00. 

The  Arthur  J.  Barn«s  Publishing  Company,  St.  Louis. 


BARNES'- 

SHORTHAND   READERS. 


These  Readers  contain  a  large  amount  of  finely  en- 
graved shorthand,  the  matter  being  carefully  selected, 
and  calculated  to  instruct  as  well  as  interest.  Reading 
correctly  engraved  phonography  not  only  helps  the 
stenographer  read  his  own  notes,  but  the  resulting 
familiarity  with  new  outlines  is  a  great  factor  in  his 
speed.  It  also  tends  to  eliminate  errors  in  his  own  writing. 

READER  NO.  \ 

contains  24  pages  of  shorthand,  a  large  part  of  the 
matter  being  in  the  nature  of  stories.  Price,  post- 
paid, 30  cents. 

READER  NO.  2 

has  36  pages  of  shorthand.  Most  of  the  matter  is  of 
special  interest  to  stenographers,  one  article  being  a 
most  valuable  contribution  by  Hon.  Wm.  T.  Harris, 
U.  S.  Commissioner  of  Education,  on  "  Getting 
Speed."  Price,  50  cents. 

READER  NO.  3 

contains  37  pages  of  shorthand  very  general  in  char- 
acter. Articles  on  ancient  relics  aad  ruins,  business 
letters ,  and  practical  talks ,  occupy  a  part  of  the  space. 
Price,  50  cents. 

"READER  NO.  4 -TESTIMONY. 

21  pages  of  shorthand  of  special  value  to  those 
aspiring  to  court  work  or  a  position  in  a  law  office. 
The  key  contains  a  reduced  facsimile  of  nicely 
arranged  typewritten  title  page  of  Transcript  of  Testi- 
mony. Price,  30  cents. 

ARTHUR  J.  BARNES  PUB.  CO., 

St.  Louis,  Mo. 


I  have  just  now  looked  through  each  of  the  books 
sent  me  and  am  satisfied  that  they  arc  worthy  of 
very  high  commendation.  In  some  respects  I  should 
say  that  THEY  ARE  SUPERIOR  TO  ANY  OTHER  PHONO- 
GRAPHIC WORKS  THAT  I  HAVE  SEEN. 

W.  T.  HARRIS, 

U.  S.  Commissioner  of  Education, 

Washington,  D.  C. 


After  comparing  the  manual  with  other  text-books 
and  using  it  experimentally  in  class,  I  had  it  adopted 
as  the  text-book  for  this  school.  We  now  use  three 
hundred  copies  in  the  first  year  of  our  course  and  are 
highly  pleased  with  the  results  obtained.  It  is  an 
invaluable  aid  to  the  teacher  where  large  classes  arc 
to  be  instructed.  It  is  superior  to  any  book  we  have 
seen  in  that  it  carefully  avoids  the  teaching  of  any- 
thing that  has  to  be  unlearned  in  advance  work.  IT 

IS    PRE-EMINENTLY    THE    CLASS     BOOK    FOR    THE    PUBLIC 
SCHOOLS. 

C.  A.  DAVIS, 
Principal  Washington  Business  High  School, 

Washington,  D.  C. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


SEP  1  0  195S 


AUG 


Form  L9-25w-9,'47(A5618)444 


UNIVERSITY  ol 
AT 

LOS  ANGELES 
LIBRARY 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


A     000  561  631     3 


